microsoft word 2e07-6710-edb4-9034 english franca vol 1 no 02 tahun 2017, stain curup page 195 p-issn 2580-3670, e-issn 2580-3689 early speech acts in child language aridem vintoni institut agama islam negeri (iain) kerinci (aridem.vintoni@gmail.com) abstract the development of language in children began early from infants start to babble, produce single-word utterances, until they produced more complex sentences. however, how is the process of the evolution at the early stage of child language development? how do children use their language at the early stage of the development? what are the forms of speech acts produced by children? in this short paper, the writer describes the forms of speech acts produced by children. key words: speech acts, child language development introduction each utterance is designed to serve a specific function. it may be meant to inform the listeners, warn them, and order them to do something, question them about the fact, or thank them for a gift or act of kindness. all of these speech acts are called as the communicative functions of language or the functions of speech acts. in the process of language development in children, the development of the language functions or speech acts (i.e. illocutionary speech acts) occur simultaneously with the development of linguistics aspects of language. therefore, in communicating, people do not just “say things”, but also perform certain “actions”. in the process of language development in children, the development of the language functions or speech acts (i.e. illocutionary speech acts) occur simultaneously with the development of linguistics aspects of language (phonemes or sounds, morpheme, words, and sentences) in each stages of language development. the development began early from infants start to babble, produce single-word utterances, until they produced more complex sentences. however, how is the process of the evolution at the early stage of child language development? how do children use english franca vol 1 no 02 tahun 2017, stain curup page 196 p-issn 2580-3670, e-issn 2580-3689 their language at the early stage of the development? in this short paper, the writer describes the some forms of speech acts produced by children. theoritical framework stages in child language development the early development of child language involves three stages: “babbling”, “single-word utterances”, and “two-words utterances”. infants start babbling from about the age of 6 months. around this they start producing particular strings of sounds co-occur with particular situations and objects. then, at around the age of 10 or 11 months, children start producing their single-words. piaget defines this stage as “sensori-motor” stage (clark & clark, 1977). at this stage, children begin to represent events and objects in their memory. finally, from the age of around 2 years, children begin to combine the single-words into two-words utterances. the combinations of the words may be in the form of “noun-and-noun”, such as “mama chair”. a. babbling before infants start speaking from about the age of 6 month they produce speech-like sounds that is known as “babbling” or “pre-language” state(crane, yeager, & whitman, 1981). babbling consists of strings of sounds comprised of strings of vowels and consonants; it is more clearly more language-like than other early vocalizations such “crying” and “cooing”. the sounds are usually produced with a great deal of repetition, such as “bababa”, “papapa”, “mamama”, “tatatata”, etc. there are two types of babbling: “reduplicated babble”, and “non-reduplicated or variegated babble”(harley, 1995). reduplicated babble is characterized by repetition of consonant-vowel syllables, and often producing the same pair for a long time. the examples of this type of babbling are as follows: “bababa”, “tatata”, “dadada”. non-reduplicated or variegated babbling is characterized by strings of non-repeated syllables, such as “bamido”. b. single-words utterances between twelve and eighteen months, children begin to produce a variety of recognizable single-unit utterances ((yasin, 1991; yule, 1985). the words that are produced by the children refer to the objects around them (yasin, 1991; aitchison, 1984). by the time, children have vocabularies of fifty words, and most english franca vol 1 no 02 tahun 2017, stain curup page 197 p-issn 2580-3670, e-issn 2580-3689 of the children use some words for food, body parts, clothing, animals, household items, vehicles, and people. at this stage, the words in these categories that most frequently occur are those as follows: “juice”, “milk”, and “cookie” for food; “ear”, “eye”, and “nose” for body parts; “shoe”, “hat”, and “shock” for clothing; “dog”, “cat”, and “duck” for animals; “clock”, and “light” for household items; “ball”, and “block” for toys; and “car”, “boat”, and “truck” for vehicles. the early words produced by children, at this stage, may refer to different roles. they do not just refer to objects, but also may names roles. greenfield and smith in harley (1995: 356) states that the early word “mama” might be used to refer to particular action carried out by the mother(harley, 1995). thus, children use words not just to name the objects, but also to pick out the roles that the objects play in certain event. c. two-words utterances the process of combination of “single-word” into “two-word” utterances begins within a few months of children early “one-word” combination. it begins when children are at the age of two years. at this stage, children begin to combine single-word into two-word utterances(yasin, 1991). the early two-words utterances produced by children are commonly said to be “telegraphic” in that they consist primarily of content words, with many function words absent. the words are arranged according to the case relation used in “verb-and-noun” combination and the pairs of cases used in “noun-and-noun” combination. bowerman in clark and clark (1977: 307) lists some examples of two-word utterances from a two-year girl called kendall(clark & clark, 1977). in the “verb-and-objective” case combination and “locative-and-objective” combination, kendall sometimes places the “objective” first, such as kimmi kick (“kick kimmi”), or towel bed (“the towel is on the bed”), and sometimes second as in look kendall (“look at kendall”). however, in her “agentive-and-objective” case combinations, kendall always places the “objective” case in the second position as in kendall book (“kendall is reading a book”). discussion forms of the speech acts in child language the early development of the communicative functions of child’s language occurs simultaneously with the development of english franca vol 1 no 02 tahun 2017, stain curup page 198 p-issn 2580-3670, e-issn 2580-3689 the linguistic aspects of child language. the early communicative functions of child language or speech acts (i.e. illocutionary acts) are determined by three kinds of intonation: “terminal”, “interrogative”, and “continuous” intonation (yasin, 1991). children’s speech acts are determined by the gesture accompanying their utterances. two groups of gestures are “pointing”, and “reaching”. these two groups of gestures are considered as the precursors to speech acts of “asserting” and “requesting”(clark & clark, 1977). a. assertions to communicate with their parents and other adults, at the single-word utterances, children begin to produce single words accompanying with certain gestures such as “bye-bye + (hand waves)” or “boo + (peeping from behind hand)”. these early gestures and word combinations tend to be part of a routine that adults insist on in a certain context. the first assertions in the child language development usually consist of a general “deictic” or “pointing” words (like “there” or “that”) combined with a gesture such as: “da + (point)” (in single-word utterances) and “see boy + (point)” (in two-word utterances). b. requests request is one of speech acts that most frequently occur in various social interactions. a request is made when an addressor asks the addressee to “do” something (vintoni, 2009). it is a directive speech act which counts as an attempt to get the addressee to do an act that the addressor wants the addressee to do, in which the addressor believes that the addressee is able to do, and which it is not obvious that the addressee will do in the normal course of events or of the addressee’s own accord. safianou (in fukushima: 1996) states that request can be categorized into two: requests for action and request for information (fukushima, 1996). he notes that request for action involves a higher degree of imposition than requests for information. he states that requests for an action refer to naming the object that the child wants to be given, and requests for information tend to be in form of questions. in making request (when they want the candy) children might say “give candy + (pointing)”. in addition, children might ask questions demanding a simple “yes” or “no” answer by using “rising” intonation such “sit water?”. another requests for information might be in forms of “where” questions such as “where doggie go?”, “where english franca vol 1 no 02 tahun 2017, stain curup page 199 p-issn 2580-3670, e-issn 2580-3689 mama?”, “where ball?”. besides, children also tend to make some negative requests such as “no more” (don’t do that anymore). there are some examples of both speech acts (“asserting” and “requesting”) produced by the children in both in the single-word and two-word utterances stages of child language development(clark & clark, 1977). they are represented as shown in the following tables: table 1. asserting and requesting with single-words child speech acts utterance context nicky assertion ba + (look) looking at the ball request mama + (whine) + (reach) reaches towards any object desired matthew assertion dada + (look) looking at father request ma + (whine) + (point) pointing at microphone table 2. assertions and requests at the two-word stage speech act utterances assertions presence of object see boy. see sock. that car. denial of presence allgone shoe. no wet. byebye hot. location of object bill here. there doggie. penny innere. possession of object my milk. kendall chair. mama dress. quality of object pretty boat. big bus. ongoing event mommy sleep. hit ball. block fall request for action more taxi. want gum. where ball? for information where doggies go? sit water? refusal no more. conclusion early from the age of around six months, children were able to communicate with their parents and other adults; they are able to “assert” or “request” their interlocutors, although in forms of incomplete syntactic structure of sentences. they perform english franca vol 1 no 02 tahun 2017, stain curup page 200 p-issn 2580-3670, e-issn 2580-3689 speech acts with the combination of their utterances and certain gestures and intonations. the communicative functions of language (i.e. speech acts) produced by children develop simultaneously together with the development child linguistic competence. they developed together with the development of linguistic aspects (phonemes or sounds, morpheme, words, and sentences) of language, through a process involving some stages. author’s biography aridem vintoni is a lecturer of english department of institut agama islam negeri (iain) kerinci. he has been teaching english at iain kerinci since 2005. he was born at tanjung pauh mudik, kerinci, jambi, on september 25, 1979. educated at universitas bung hatta and universitas negeri padang, he has degrees in english teaching and education. references aitchison, j. (1984). the artuculate mammal: an introduction to psycholinguistics. london: anchor brendon ltd., tiptree, essex. clark, h. h., & clark, e. v. (1977). psychology and language: an introduction to psycholinguistics. hartcourt brace jovanovic, inc. crane, l. b., yeager, e., & whitman, r. l. (1981). an introduction to linguistics. boston: little, brown and company. fukushima, s. (1996). request strategies in british and japanese. language sciences, 674-688. harley, t. a. (1995). the psychology of language: from data to theory. united kingdom: taylor & francis publishers. vintoni, a. (2009). strategies of requests and refusals used by customers and retailers at morning traditional marketplace in tanjung pauh mudik kerinci. university of padang: unpublished thesis. yasin, a. (1991). grammatika komunikatif: sebuah model. ikip malang: unpublished dissertation. yule, g. (1985). the study of language. cambridge: cambridge university press. english franca : academic journal of english language and education vol. 4, no. 1, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel efrika siboro sanata dharma university, yogyakarta efrikasiboro6@gmail.com barli bram sanata dharma university, yogyakarta barli@usd.ac.id abstract this paper aimed to explore derivational affixes, more specifically the types of derivational affixes and the functions of the derivational affixes in the story of rapunzel, which was written by the brothers grimm. the exploration of the affixes is urgent to conduct because it would assist learners of english in general in enriching their vocabulary items. this study was quantitative descriptive. the researchers collected complex words from the story and analyzed their derivational affixes. results showed that, first, there existed 33 occurrences of words containing derivational affixes. four of the 33 words contained three types of prefixes, namely en-, unand re-, occurring twice, and 29 of the 33 contained suffixes, such as -ful, -ness, -able, -ly, -ing, -ed, -en, -ent, -less, -y, ous, and -dom. second, there were four functions of derivational affixes in the story of rapunzel, namely noun formation, with 10 occurrences (30.4%); adjective formation, with eight occurrences (24.2%); verb formation, with seven occurrences (21.2%); and adverb formation, with eight occurrences (24.2%). keywords: affix, derivational morphology, prefix introduction in mastering english, vocabulary plays a crucial role and morphological analyses can be helpful to enrich one’s vocabulary items. 72 | english franca, vol. 4, no. 1, 2020 napa (1991, p. 6) states one of the components of a language is vocabulary and without words the language will not exist. therefore, vocabulary becomes an important aspect for mastering a language. morphology is the study of word formation, the words’ structure and the process how the words are formed (meinawati & alawiyah, 2018; jantika, suganda, wahya, and sobarna, 2014; oz, 2014; lieber, 2009; mccarthy, 2002; aronoff & fudeman, 2011; kusmawardhani, 2018; rugaiyah, 2018). in morphology, morphemes are vital factors. linguistically, a morpheme refers to the smallest shape of word which deals mostly with the grammatical structure comprising of the word (katamba & stonham, 2006; nunes, bryant, pretzlik, & hurry, 2006; bram, 2012; barrot & de leon, 2014; akbulut, 2017; halawa, raflis & reni, 2018). from the definition, it can be concluded that a morpheme is the smallest unit of meaning. there are two kinds of morphemes (lieber, 2009; luthfiyati, kholiq, & zahroh, 2017; booij, 2005). the first is free morphemes which can stand alone as words, such as wipe, head, and bracelet. the second is bound morphemes which cannot stand alone, for instance, -un, -ize, and ation. bound morphemes consist of prefixes and suffixes. if an affix is enclosed before a base, it is called a prefix and if an affix is enclosed after a base, it is called a suffix (nandito, 2016; bauer, 2003; kolanchery, 2015). an affix itself is a bound morpheme when it is enclosed to some other morphemes (katamba, 1993). in general, affixation, which normally includes prefixation and suffixation, is a productive word formation process in english. some minor word formation processes, such as backformation and initialism, are categorized as unproductive. regarding the enrichment of vocabulary items, there are many strategies that can be implemented, such as reading a novel or short story, listening to music, and watching a movie. in this study, the researchers consider that reading is one of the best ways to enhance vocabulary items. in this paper, the researchers analyzed the short story of rapunzel, which was written by the brothers grimm. the researchers used this story to explore and enrich knowledge about derivational affixes. based on the background above, the following two research questions were formulated. first, how many derivational affixes are used in the story of rapunzel? second, what are the functions of the derivational affixes in the story of rapunzel? efrika siboro and barli bram: morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel |73 theoritical framework there are two kinds of affixes, namely derivational affixes and inflectional affixes (ford, davis & wilson, 2010; robinson, 2016). anindita (2017), bauer as cited in zainuddin (2016) and tariq, abid, sultan, asif, rafique, and aleem (2020) argue that derivational and inflectional affixes are different. derivational affixes can cause a change in the word class or category but inflectional affixes do not change the class of the words. the change in class of derivational affixes will affect the meaning of the words but in inflectional affixes there is no change in the word class. derivational affixes occur when a root is added by a morpheme that changes the category of the class but sometimes the morpheme does not change the class of the base word, while inflectional affixes only adapt the shape and the meaning of the base word (payne, 2011 & sutarman, 2017). yule (2010) states there are nine processes of word formation, namely coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronyms, and derivation. note that in this paper, the researchers would investigate the last word formation process, derivation, which involves prefixes and suffixes. previously, nurjanah, ramdhaniah, and efransyah (2018) conducted a study to investigate the types of derivational and inflectional affixes in the text the ugly duckling and to describe the affixations that were attached in the derivational and inflectional processes of the text the ugly duckling. the results showed that there were 29 words of inflectional processes. the researchers found there were two processes of affixations in the text the ugly duckling. in the first process, there were nine words containing suffixes, four derivational processes, and five inflectional processes. in the second process, there was one inflectional process. the second research which was conducted by sanita (2014) showed that there were eight prefixes and 18 suffixes in the declaration independence. the prefixes that often appeared were un-, dis-, and in while suffixes that often occurred were -ion, -tion, ation, -ence, -ance, ment and -er/-or. research methodology the researchers used quantitative descriptive to identify, describe, analyze and classify the types of derivational affixes in the story of rapunzel, a well-known german fairy tale which was written by the brothers grimm. to analyze the derivational affixes found in story of rapunzel, the researchers used two resources, namely a primary 74 | english franca, vol. 4, no. 1, 2020 resource and secondary resource. the researchers took the data from the text of the short story of rapunzel, as the primary source. as for the secondary resource, the researchers used some references to support the analysis. the researchers also referred to some books on morphology in general and on derivational affixes in particular. the data collection technique was observation and documentation. the researchers took four steps to analyze the collected data. the findings were then described and classified based on their categories. the collected data and analysis results were verified by the researchers by rechecking the data and results to ensure accuracy and validity. results and discussion the following table presents the study results and discussion of the derivational affixes discovered in the story of rapunzel written by the brothers grimm. tabel 1. dervational affixes in the story of rapunzel no. word part of speech root part of speech derivation al affixes note 1 beautiful (p. 1l5) adj beauty noun -ful noun maker 2 enchantress (p. 1l8) noun enchant verb -ress noun maker 3 enchant (p. 1l8) verb chant noun enverb maker 4 miserable (p. 1l11) adj miser noun -able noun maker 5 hastily (p. 1l18) adv hasty adj -ly adverb maker 6 handful (p. 1l18) noun hand noun -ful noun maker 7 greedily (p. 1l19) adv greedy adj -ly adverb maker 8 terribly (p. 1l26) adv terrible adj -ly adverb maker 9 standing (p. 1l25) noun stand verb -ing noun maker 10 softened (p. 2l5) adj soften verb -ed adjective maker 11 soften (p. 2l5) verb soft adj -en verb maker 12 magnificent (p. 2l20) adj magnify verb -ent adjective maker 13 unfastened (p. 2l21) verb fasten verb unverb maker efrika siboro and barli bram: morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel |75 no. word part of speech root part of speech derivation al affixes note 14 fasten (p. 2l21) verb fast adj -en verb maker 15 charming (p. 2l26) adj charm noun ing adjective maker 16 resound (p. 2l27) verb sound verb reverb maker 17 singing (p. 2l29) noun sing verb -ing noun maker 18 deeply (p. 2l29) adv deep adj -ly adverb maker 19 immediately (p. 3l12) adv immediate adj -ly adverb maker 20 frightened (p. 3l13) adj frighten verb -ed adjective maker 21 frighten (p. 3l13) verb fright noun -en verb maker 22 willingly (p. 3l21) adv willing adj -ly adverb maker 23 remarked (p. 3l26) verb mark verb reverb maker 24 lovely (p. 4l6) adj love verb -ly adjective maker 25 pitiless (p. 4l7) adj pity noun -less adjective maker 26 finding noun find verb -ing noun maker 27 misery (p. 4l8) noun miser noun -y noun maker 28 venomous (p. 4l16) adj venom noun -ous adjective maker 29 mockingly (p. 4l17) adv mocking adj -ly adverb maker 30 wretchedness (p. 4l29) noun wretched adj -ness noun maker 31 kingdom (p. 4l33) noun king noun -dom noun maker 32 joyfully (p. 4l33) adv joyful adj -ly adverb maker 33 contented (p. 4l35) adj content noun -ed adjective maker table 1 above shows a summary of the 33 occurrences derivational affixes in the story of rapunzel. in this context, the researchers explored a word formation process called derivation. the other eight processes, as proposed by yule (2010), namely coinage, borrowing, compounding, blending, clipping, backformation, conversion and acronyms were excluded. in the following, the derivational affixes and their functions are discussed. 76 | english franca, vol. 4, no. 1, 2020 1. derivational affixes found in the story of rapunzel a. prefix a prefix is an affix which is placed before the base of a word, for example, un-, disand enin the words unhappy, disappear, and enclose. in the short story of rapunzel, there existed two derivational prefixes (and a derivational suffix), namely unand re(and –en). the explanations are as follows: 1) prefix un unfasten (verb) un(prefix) fasten (verb) fast (adj) -en (suffix) unfasten (in unfastened) is formed through a derivational process, which consists of fast as a free morpheme and –en and unas bound morphemes. note that the suffix –ed in this case is an inflectional affix since it marks the past tense form of the verb, namely unfastened. 2) prefix re resound (verb) re(prefix) sound (verb) resound is formed through a derivational process which consists of sound as a free morpheme and reas a bound morpheme. b. suffix morphologically, a suffix is an affix which is enclosed after the base of a word, as in happiness, weakness, government, and helpful. in the short story of rapunzel, the researchers identified several suffixes, efrika siboro and barli bram: morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel |77 such as -ful, -ress, -able, -ly, -ing, -ed, -ent, -less, -y, -ous, -ness, -dom and -en. 1) suffix -ful beautiful (adj) beauty (noun) -ful (suffix) the word beautiful consists of two morphemes, namely beauty as free morpheme and -ful as bound morpheme. the suffix -ful changes the category of the base word from a noun into adjective. 2) suffix -ress enchantress (noun) enchant (verb) -ress (suffix) en(prefix) chant (noun) the word enchantress consists of three morphemes, namely chant as free morpheme and enand -ress as bound morphemes. an enchantress is a woman who has a magical power. 3) suffix -able miserable (adj) misery (noun) -able (suffix) the word miserable consists of two morphemes, namely misery as free morpheme and -able as bound morpheme. 78 | english franca, vol. 4, no. 1, 2020 4) suffix -ly immediately (adv) immediate (adj) -ly (suffix) the word immediately consists of two morphemesm namely immediate as free morpheme and -ly as bound morpheme. 5) suffix -ing charming (adj) charm (noun) -ing (suffix) the word charming consists of two morphemes, that is charm as free morpheme and -ing as bound morpheme. 6) suffixes –ed and -en frightened (adj) frighten (verb) -ed (suffix) fright (noun) –en (suffix) the word frightened consists of three morphemes, namely fright as free morpheme and –en and -ed as bound morphemes. 7) suffix -ent magnificent (adj) magnify (verb) -ent (suffix) efrika siboro and barli bram: morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel |79 the word magnificent consists of two morphemes, that is magnify as free morpheme and -ent as bound morpheme. note that spelling adjustments occur in this word. 8) suffix -less pitiless (adj) pity (noun) -less (suffix) the word pitiless consists of two morphemes, namely pity as free morpheme and -less as bound morpheme. the suffix -less not only changes the category of the base word but also the meaning. 9) suffix -y misery (noun) miser (noun) -y (suffix) the word misery consists of two morphemes. they are miser as free morpheme and -y as bound morpheme. 10) suffix -ous venomous (adj) venom (noun) -ous (suffix) the word venomous consists of two morphemes. they are venom as free morpheme and -ous as bound morpheme. the suffix -ous not only changes the category of the base word but also the meaning. the suffix -ous changes the category of the base word from noun into adjective. the combination of venom and -ous has changed the meaning of the base word. 80 | english franca, vol. 4, no. 1, 2020 venom is a poison that is produced by an animal and venomous means full of poison. 11) suffix -ness wretchedness (noun) wretched (adj) -ness (suffix) wretch (verb) -ed (suffix) the word wretchedness consists of three morphemes, namely wretch as free morpheme and –ed and -ness as bound morphemes. 12) suffix -dom kingdom (noun) king (noun) -dom (suffix) the word kimgdom consists of two morphemes, namely king as free morpheme and -dom as bound morpheme. kingdom is combined with a derivational suffix because the suffix -dom changes the meaning of the base word but it does not affect the category of the word. the word king means a male who holds a position in a country while kingdom is an area that is controlled by the king. efrika siboro and barli bram: morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel |81 13) suffixes -ful and -ly joyfully (adv) joyful (adj) -ly (suffix) joy (noun) -ful (suffix) the word joyfully consists of three morphemes, that is joy as free morpheme, and ful, and -ness as bound morphemes. the suffixes –fu and -ly change the category of the base word from a noun into an adjective and then an adverb. 2. function of derivational affixes in found in the short story of rapunzel after analyzing the derivational affixes, the researchers identified four functions of derivational affixes in the story of rapunzel, as presented in table 2. table 2. function and frequency of derivational affixes a. no. b. function of affix c. frequency d. percentage 1. e. noun formation 8 f. 24.2 2. g. adjective formation h. 10 i. 30.4 3. j. verb formation 7 k. 21.2 4. l. adverb maker 8 m. 24.2 total 33 n. 100 based on the table above, the most productive category is the adjective formation, occurring 10 times or 30.4 per cent, and the least frequent category is the verb formation, occurring seven times, representing 21.2 per cent of the entire data. the adjective formation appeared the most frequent because the story of rapunzel carries many descriptions of nouns, and accordingly, adjectives are used to modify the 82 | english franca, vol. 4, no. 1, 2020 nouns. the verb formation is the least frequent because the verbs in the story of rapunzel are mostly in the form of past tense, and therefore, these past tense verbs are not classified as derivation, but inflection, which is beyond the focus of this paper. conclusion based on the study results, in the short story of rapunzel, there existed 33 occurrences of words which contain prefixes and suffixes. four occurrences of words with prefixes en-, unand rewere enchanted, unfastened, resound and remarked. words containing suffixes occurred 29 times, such as -ful, -ress, -able, -ly, -ing, -ed, -en, -ent, -less, -y, -ous, -est, -ness, and –dom. in this study, the researchers found that most derivational affixes change the category of word or part of speech and the meaning. there existed four functions of derivational affixes in the short story of rapunzel, namely noun formation, adjective formation, verb formation and adverb maker. with seven occurrences, the verb formation was the least productive and with 10 occurrences, the adjective formation appeared to be the most productive. each with eight occurrences, the noun formation and the adverb formation were classified as semi productive. references akbulut, f. d. a. 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(2016). a study on derivational affixes of indonesian nounformation in newspaper editorials: a semantic perspective. international journal of english linguistics, 6(3), 148–155. english franca vol 1 no 02 tahun 2017, stain curup page 101 p-issn 2580-3670, e-issn 2580-3689 behaviorism in foreign language teaching methodology asep budiman the faculty of teacher training and education, sebelas maret university, asepbudiman@student.uns.ac.id abstract this paper aims at exploring in details about one of the left language learning theoriesnamely behaviorism. behaviorism, as how it is today, is gradually left behind since there are many new theories of language learning. regarding this issue, it is very important to ensure that actually behaviorism is still useful in certain teaching and learning activities in the classroom. this review investigates behaviorism methodology having advantages in learning a language in the classroom. this review also observes the critics of behaviorism and its weaknesses in a learning environment. this inquiry concentrates on the view point of b.f. skinner, one of the most outspoken behaviorism psychologist and his experimentations about animals. the notion of antimentalism of behaviorism also is discussed in the process. keywords: behaviorism theory, foreign language, teaching methodology introduction learning is an individual activity that conducts studies, work processes internal factors. according to skinner (1976), learning is a process of adjustment to adaptation through has simulation and accommodation between the basic units of cognition stimulation with someone. in the view of psychology behavior is miscue to the interaction between stimulus and response. a personis considered to havelearnedsomethingif shecanshow changes inbehavior. according to this theory, the importance of learning is a form of stimulus input and output in the form of the response. mailto:asepbudiman@student.uns.ac.id english franca vol 1 no 02 tahun 2017, stain curup page 102 p-issn 2580-3670, e-issn 2580-3689 if the terms of a concept or theory, theory of foreign language learning has long been discussed to find the best way how foreign language can be taught effectively. in this case, theory becomes crucial since it helps the teacher to perceive the phenomenon in the world of learning. it contains of framework of concepts, and principles as well (lodico, spaulding, voegtle, 2006). speaking of theory in language learning, there are four major and familiar theories of language acquisition and language learning namely behaviorism, cognitivism, humanism, and constructivism (fauziati, 2016). based on its development, behaviorism is the first theory developed by some key figures such as pavlov, watson, thorndike, and skinner. put simply, behaviorists’ view on learning is that it focuses on how learners’ behavior is shaped through stimulus and response. they also view that behavior is observable. behaviorism theory is certainly different from other theories. this can be seen in everyday classroom learning. there are different assumptions or views that appear on behaviorism theory (leahey, 2000). behaviorism theory views that learning is changing the behavior of students, from being able to produce oral or written product, and the task of the teacher is to control the stimulus and the learning environment in order to change the desired destination approaching, gift giver sand teachers of students who have been able to show significant changes while punishment given to students who are notable to show the change of meaning. it is necessary to holddiscussionof thetheoryof behaviorism. this paper will briefly examine an overview of behaviorism theory, how behaviorism theory is applied to a particular method of foreign language teaching methodology, and to an approach of teaching writing named teaching writing as product. hopefullythe discussion will result in minimizingfalse assumptionsaboutthe theory ofbehaviorism understanding of why teachers choose a particular method or technique of teaching for particular learners with particular learning objectives. english franca vol 1 no 02 tahun 2017, stain curup page 103 p-issn 2580-3670, e-issn 2580-3689 theoritical framework understanding behaviorism theory behaviorism learning theory oriented "results that can be measured, observed, analyzed, and tested objectively". repetition and training used so that the desired behavior can become a habit. the expected result of the application of the theory of behaviorism is the formation of a desired behavior. desired behavior gets positive reinforcement and behavior that are less fit awarded negative. evaluation or assessment is based on observed behavior. in this theory, a lot of teachers do not lecture, but brief instructions are followed example, either by themselves or through stimulation (skinner, 1976). behaviorism learning theory is a theory of learning that emphasizes human behavior as a result of the interaction between stimulus and response. behaviorism theory is a theory proposed by gage and berliner. this theory later developed into the flow of learning psychology that influence the development of education and learning theory known as behaviorism flow. this emphasis on the formation of the flow behavior appears to be a result of learning. behaviorism theory with stimulus-response relationship model, seated person as an individual passive learning (alissa, 2003). specific behavioral responses analyzed by using training methods or habituation alone. the emergence of behaviors will be stronger when given reinforcement and will disappear when sentenced. a person is considered to have learned something if he can show changes in behavior. according to this theory the important learning is in the form of inputs and outputs in the form of stimulus response. stimulus is all that is given by the teacher to the learner, while the response in the form of student reactions or responses to the stimulus given by the teacher. processes that occur between stimulus and response cannot be observed and cannot be measured (sarah, 2006). it can be observed is stimulus and response. english franca vol 1 no 02 tahun 2017, stain curup page 104 p-issn 2580-3670, e-issn 2580-3689 therefore, it is something given by the teacher (stimulus) and something that is accepted by the students (response) should be observed and measured (fauziati, 2016). it focuses on the theory of measurement, since the measurement is an important thing to notice changes in behavior occurs or not. 1. pavlov's theory of classical conditioning ivan petrovich pavlov was born 14 september 1849 in ryazan; russia is the village where his father peter dmitrievich pavlov became a pastor. he was educated at church schools and went to theological seminary. pavlov graduated as a medical scholar with a base area of physiology. in 1884 he became director of the department of physiology at the institute of experimental medicine and initiate research on the physiology of digestion. ivan pavlov won the nobel prize in physiology or medicine field in 1904. greatly, it influenced his work on conditioning psychology behaviorism in america. his writing is a work of the digestive glands (1902) and conditioned reflexes (1927). classic conditioning (conditioning or classical terms) is a process that pavlov discovered through experiments on dogs, in which the original stimulus and paired with a neutral conditional stimulus repeatedly giving rise to the desired reaction. the experiments were performed pavlov and other experts seem to be very affected by the views of behaviorism, in which the symptoms of a person's psychological views of his behavior. to understand the theory of classical conditioning as a wholeneed to understand there are two types of stimulus and two response types. the two types of stimulus is the unconditioned stimulus (unconditioned stimulus ucs), which automatically generates a stimulus that preceded the response without any learning examples: food and unconditioned stimulus (conditioned stimulus cs), which previously neutral stimulus, eventually bringing a conditioned response after associated with the unconditioned stimulus (for example: food comes before the bell sounds). english franca vol 1 no 02 tahun 2017, stain curup page 105 p-issn 2580-3670, e-issn 2580-3689 based on the assumption that by using certain stimuli, human behavior can be changed according to what is desired. then pavlov conducted experiments using animal (dog) because he thinks animals have in common with humans. nevertheless, with all its advantages, is fundamentally different from human beings to animals. he was experimenting with how to conduct surgery on a dog's cheek. the saliva gland is visible from outside. when shown something of food, it will come out the dog saliva. now, before the food is shown, the red light is shown first, and food. saliva water itself will come out anyway. if such action is done repeatedly, then at one time by just showing a red light without food then saliva water will come out anyway. the food is reasonable stimulus, while the red light is artificial stimuli. it turns out that such an act is done repeatedly; it will give rise to artificial stimulation condition for the onset of salivation in the dogs. this event is called: conditional or conditioned reflex response. 2. watson’s conditioning theory watson is a purely behaviorist. watson study about learning aligned with other sciences such as physics or biology are strongly oriented towards empirical experience alone, that is as far as can be observed and measured. according to watson, learning is a process of interaction between stimulus and response (johnson, 2001). in this case, the stimulus and response is established from the behaviors that can be observed and can be measured. watson acknowledges the mental changes in a person throughout the learning process, and he considered such things as a factor that should not be taken into account. it is believed that by the process of conditioning we can build a set of stimulusresponse connections, and more complex behaviors are learned by building up a series of responses (watson, 1913). 3. thorndike's theory of connectivism thorndike’s view on learning is that it is the process of forming associations or bonds or he called it “the connection of a certain act with a certain situation and resultant pleasure.” thorndike also classifies laws of learning as follows: english franca vol 1 no 02 tahun 2017, stain curup page 106 p-issn 2580-3670, e-issn 2580-3689 a) law of readiness it points out that organism will learn only when he is physically and mentally ready for it. an organism that is getting ready to obtain a change in behavior, the implementation of these behaviors will lead to satisfaction of the individual so that the association tends to be reinforced. b) law of exercise it suggests that drill and practice increase efficiency and durability of learning. law principles of exercise is the connection between the condition (which is a stimulant) with the action will be stronger because of the exercises, but will be weakened if the connection between the two was not continued or discontinued so that the principle of this law shows that the main principle of learning is repetition. the more often repeated, the subject matter will be more controlled. c) law of effect the relationship tends to be reinforced if the stimulus response and tend to be weakened as a result pleasant if the result is not satisfactory. this law refers to the stronger or weaker connections as a result of actions. an act which tends to be maintained with due fun and other times will be repeated. conversely, an act that followed unpleasant consequences tends to be stopped and will not be repeated. 4. skinner's theory of operant conditioning concepts put forward by skinner about learning is able to outperform other concepts put forward by the previous figures. he was able to explain concepts in a simple to learn and can demonstrate his concept of a comprehensive study. according to skinner, the relationship between stimulus and response that occurs through the interaction of the environment, which then would lead to changes in behavior; it is not as simple as described by previous leaders. therefore, to understand a person's behavior is absolutely necessary to first understand the relationship between the stimulus to each other, and to understand the response may be raised and the consequences that may arise as a result of the response. english franca vol 1 no 02 tahun 2017, stain curup page 107 p-issn 2580-3670, e-issn 2580-3689 skinner also noted that, by using mental changes as a tool to explain the behavior will only add to the complexity of the problem. therefore, any tool that is used needs further explanation, and so on. of all the supporters of behaviorism theory, skinner’stheory is the most influence. learning programs such as the teaching machine, learning program, modules, and other learning programs are based on the concept of stimulus-response relationships and the importance reinforcing factors, an instructional program that implements learning theory proposed by skinner. according to skinner, to reinforce the behavior or the behavior confirmed we need reinforcement. there are also types of reinforcement, positive reinforcement and negative reinforcement. positive reinforcement is based on the principle that the frequency of a response increases because it was followed by a stimulus that contains award. thus, the behavior of which is expected to increase due to be followed by a pleasant stimulus. example, learners are always so studious to rank the bikes will be rewarded by their parents. behavior to be repeated or improved is to study hard to become rank one and positive reinforcement / unpleasant stimulus is giving the bike. negative reinforcement is based on the principle that the frequency of a response increases because followed by a stimulus that is not fun to be removed. thus, the behavior of which is expected to increase due to be followed by the removal of an unpleasant stimulus. example, learners and teachers often ask eliminating / no questions do not criticize the teacher is pleased hearts so that learners will often ask. thus, the behavior that you want to repeat or enhanced often asked and unpleasant stimulus you need to lose is criticism of teachers so that students are not shy and will often ask questions because the teacher does not criticize the unqualified / deviated (baum, 2005; chiesa, 1994; pierce & cheney, 2013; rachlin, 1991). behaviorism and foreign language teaching methodology behaviorism theory is crucial in foreign language learning. the influence of this theory can be seen in the implementation of teaching learning process using grammar translation method english franca vol 1 no 02 tahun 2017, stain curup page 108 p-issn 2580-3670, e-issn 2580-3689 (gtm), direct method (dm), situational language teaching (slt) and closely related to a particular language teaching method called audiolingual method (alm). this alm has two principles: (1) stimulus-response concept, and (2) an assumption that second language learning should reflect and imitate the perceived process of mother tongue learning. according to fauziati (2016) the application of behaviorism theory in audiolingual method is as follows: (1) the organism is the learner, (2) the behavior as verbal behavior, (3) the stimulus as what is presented of the foreign language, (4) the response as the learners’ reaction to the stimulus, and (5) the reinforcement as the extrinsic approval and praise of the teacher, fellow students, and self-satisfaction of target language use. based on the relation between behaviorism theory and alm, it is clear now that alm is marked by the following characteristics: (1) new language should always be dealt within the sequence of listening, speaking, reading, and writing with emphasis on teaching receptive skills before productive skills, as what is claimed by alexander (1986, as cited in johnson, 2001) stating that nothing will be spoken before it has been heard, and nothing will be written before it has been read, (2) habit formation through frequent repetition, (3) errors are avoided, (4) the use of dialogues as the chief means of presenting language, (5) using mimicry, memorization, and pattern drills techniques, (6) discouraging the use of mother tongue in the classroom, and (7) the use of language lab in conducting teaching and learning process. with regard to pattern drills technique in behaviorism theory, brooks as cited in fauziati (2014) mentioned various types of pattern drills as follows: 1. repetition: repeating utterances aloud as soon as they were sounded 2. inflection: replacing one word in an utterance 3. replacement: replacing one word in an utterance 4. restatement: delivering utterances to students, and asking students to address it to someone else 5. completion: repeating utterances in complete form 6. transposition: changing word order when a word is added 7. expansion: adding a word in a certain place of the utterance 8. contraction: changing the phrase or clause with a single word english franca vol 1 no 02 tahun 2017, stain curup page 109 p-issn 2580-3670, e-issn 2580-3689 9. transformation: transforming a sentence into negative of interrogative, or through changes in tense, mood, voice, or modality 10. integration: integrating two utterances 11. rejoinder: making appropriate response to the given utterance 12. restoration: asking students to restore a sequence of words taken from a sentence to its original form. in accordance with the foreign teaching methodology, behaviorism gives several implications in languagelearning process. those are as follows: 1. shaping teachers usually teach simple behavior in the school, they do not teach complex behavior in teaching learning process. the complex behavior can be taught through shaping or successive approximations. shaping refers to procedure in which successive approximation to some terminal behavior is reinforced. this process begins with the purposes of study, assignment analysis, students’ activities and response to the reinforcement. (blankship, 1981). blankship (1981) states five steps of students’ behavior in learning process: a. come on timein the class b. active in learningprocess c. show thegood resultof thetest d. doing their homework 2. modelling modelling is one of types of learning on behaviorism. the language teacher often uses this method in language learning process. a learner imitates the teacher’s behavior in learning process, ex: an english teacher reads english book regularly in the class in language learning process. teacher is model for students in learning process then; the students will imitate the behavior. the students will also read regularly in the class like their teacher. english franca vol 1 no 02 tahun 2017, stain curup page 110 p-issn 2580-3670, e-issn 2580-3689 3. rewarding and punishing in the learning process a teacher often gives a punishment to their students because of students guiltiest. this punishment should be applied in wise ways in the class. the students often get reward when they get good achievements in learning process. this method is based on skinner theory of reward and punishment. in teaching learning process students usually get a difficult with foreign language subject, so, they often get punishment from their teacher. reward and punishment are one of the implications of skinner behaviorism theories in teaching learning process especially in language learning. 4. programmed learning programmed learning is the application of the principles of operant conditioning. this learning process happens when the students get assignment from the teacher and they do it. in language learning process the teacher gives assignment to the students to read the story in their foreign language book they will do it. programmed learning has four purposes such as: a. summarizing the learning material b. forcing the students read the learning materials c. giving the result of learning directly to the teacher d. using effective time in learning 5. assigning there are several task components of learning in behaviorism, those are: a. purposes and study in behavioral b. divides task into sub task c. determine the relation between sub task d. determine material and procedures of sub task e. giving feedback in the end of sub task. these learning component means the students always do the task and divide it into sub task. in language learning process the students always practice the task from language teacher, then, the result will be analyzed by the teacher. english franca vol 1 no 02 tahun 2017, stain curup page 111 p-issn 2580-3670, e-issn 2580-3689 the last implication of behaviorism of language and learning in language learning is language acquisition theories. the behaviorist has found the language acquisition theories and these theories has been applied until today. behaviorist says that human born without any perception of language or it is called tabula rasa and human learns language from their environments. the language is form of culture and human uses the language as means of communicating. it means that human communicates with their own language. the behaviorism theory of learning gives good implication in teaching learning especially in language learning process. according to thorndike there are two implications of behaviorism in language learning. those are theoretical and practical. in theoretical implication, the implication of behaviorism is based on the theory of learning in behaviorism. thorndike stated that the four laws of learning gives good contribution inlanguagelearning. in practical implication, thorndike stressed the importance of habits and procedures in learning especially in language learning process (barash, 2005). according to skinner, the theoretical implications of operant theory creating an effective behavioral language, vocabulary and grammar such a language must allow behavioral phenomena to be coherently described. among the useful aspect of the contemporary language of operant theory are the distinction between omission and elicitation of responses, the extension of this vocabulary discrimination the usage of response. a behavioral language may be particularly effective in extensions to verbal behavior. speaking and writing are kinds of behavior, but vocabulary creates difficulties for a behavioral account. for example, human speak using words. this vocabulary not only fails to distinguish spoken to written verbal behavior but also treats words as things rather than as kinds of responses. verbal behavior has often been treated as if skinner derived all language from the stimulus-response associations of other varieties of behaviorism. (gazda& raymond, 1980). behaviorism theory and teaching writing as product as clearly stated before that the classroom practices in behaviorism theory is characterized by mimicry and the avoidance of error, it has a close connection to an approach of english franca vol 1 no 02 tahun 2017, stain curup page 112 p-issn 2580-3670, e-issn 2580-3689 teaching writing called product approach (staats&staats, 1963; staddon, 2014). mimicry itself is an activity of imitating behavior or speech. in teaching writing as product, the main procedures involve imitating and transforming models provided by the teacher, and emphasizing the error free final product. in the product approach, the classroom activities concern with the final product of writing and what the product should look like the model given (fauziati, 2014). therefore, we can say that behaviorism theory underlies the product approach in teaching writing. conclusion in behavioral theory, human behavior is the result of learning, so it can be changed by manipulating and creating learning conditions. behaviorism theory strongly emphasizes the behavior or behavior that can be observed. theories in the very nature of molecular clumps, because looking at the lives of individuals composed of elements like molecules. characteristic of this theory is prioritizing the elements and a small part, is mechanistic, emphasizing the role of the environment, concerned with the formation of a reaction or response, emphasizing the importance of exercise, concerned with the mechanism of learning outcomes, concerned with the role of ability and learning results obtained is the emergence of the desired behavior. on learning theory is often called psychological sr means that human behavior is controlled by rewards or reward and reinforcement or reinforcement from the environment. thus, the learning behavior is closely interwoven between behavioral reactions to stimulus. teachers who hold this view say that student behavior is a reaction to the environment and the behavior is the result of learning. short biography asep budiman is a graduate student in english education department at sebelasmaret university of surakarta, central java, indonesia. he received his bachelor degree from the same department in muhammadiyah university of purwokerto, indonesia. he has experience in teaching english in some schools, english courses and english debate forums. his research interest includes motivation in efl, language testing, and tefl. english franca vol 1 no 02 tahun 2017, stain curup page 113 p-issn 2580-3670, e-issn 2580-3689 references alissa, d., e. (2003). behaviorism: more than a failure to follow in darwin’s footsteps. illinois: jossey-bass.american history vol (87) (2), pp. 686. barash, d., p. (2005). b.f. skinner, revisited. the chronicle of higher education. washington: vintage books. baum, w.m. (2005) understanding behaviorism: behavior, culture and evolution. new york: blackwell. chiesa, m. (1994). a history of behavioral psychology. new york: new york university press. fauziati, e. (2014). methods of teaching english as a foreign language (tefl): traditional method, designer method, communicative approach, scientific approach. surakarta: era pustaka utama. fauziati, e. (2016). applied linguistics: principles of foreign language teaching, learning, and researching. surakarta: era pustaka utama. gazda,m. g., &raymond, j. ( 1980). theoriesoflearninga comparative approaches. illinois: peacock publisherinc. johnson, k. (2001). an introduction to foreign language learning and teaching. harlow: pearson education limited. leahey, t., h. (2000). a history of behavioral psychology. new york: freeman. lodico, m. g., spaulding, d. t., voegtle. k. h. (2006). methods in educational research: from theory to practice. san francisco: jossey-bass. pierce, w., & cheney, c., d. (2013). behavior analysis and learning, (5th edition). new york: psychology press. rachlin, h. (1991). introduction to modern behaviorism, (3rd edition) new york: freeman. sarah e. i. (2006). bending behavior. american scientist. research triangle park. vol (94) (3), pp. 267. skinner, b. f. (1976). about behaviorism. new york: vintage books. staats, w., &staats, k. (1963). complex human behavior: a systematic extension of learning principles. new york: holt, rinehart & winston. english franca vol 1 no 02 tahun 2017, stain curup page 114 p-issn 2580-3670, e-issn 2580-3689 staddon, j. (2014) the new behaviorism, (2nd edition). philadelphia: psychology press. watson, j.b. (1913). “psychology as the behaviorist views it”. psychological review, 20: 158-177. english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.4659 error analysis on noun phrase in students’ undergraduate theses tania syafutri bengkulu university taniajimin@yahoo.com syafriyadin bengkulu university syafryadin@unib.ac.id dedi sofyan bengkulu university dedisofyan73@gmail.com abstract the aim of this research is (1) to analyze the components of noun phrase errors that are often made by students in the introduction parts of their undergraduate theses, (2) to analyze the types of noun phrase errors that are often made by students in the introduction parts of their undergraduate theses, (3) to find out the differences between noun phrase errors made students in the introduction parts of their undergraduate theses. the method used in this research was mix method. the instrument comprised observation and documentation. the result of this research was as follows: (1) the most dominant component of noun phrase error made by upi and unib students in the introduction parts was a head error, (2) the most dominant type of error in noun phrases made by upi was addition error; however, the most dominant type of noun phrase errors among unib students was omission error, (3) the number of noun phrase errors in unib was higher than those in upi. it is recommended that students improve their mastery of noun phrases, that lecturers teach students how to write the introduction well, specifically on noun phrases, and that next researchers investigate additional aspects of noun phrases. keywords: error analysis, noun phrase, undergraduate thesis. mailto:taniajimin@yahoo.com mailto:syafryadin@unib.ac.id mailto:dedisofyan73@gmail.com 448 | english franca, vol. 6, no. 2, 2022 introduction one of the most important elements of writing a thesis is the introduction section because this chapter talks about the foundation of the problem and the reason why the researcher wants to do the research. according to hidayat (2015), the first chapter in the structure of a thesis is the introduction, which is divided into three sections: introduction and identification of study difficulties, discussion of previously done and relevant research, and discussion of data obtained during pre-research. according to pardede (2012), the introduction section provides background information about the study problem or what the researcher wants to communicate about their research. thus, the introduction section is one of the essential parts of the thesis but many undergraduate students in english education, who generally master english, sometimes make an error in their thesis writing, including in the introduction. even though grammar learning, especially on noun phrases, has been taught to english education students since the early stages of their education, noun phrase errors could still be discovered in many of their language activities, especially in writing. generally, the noun phrase errors that students develop are due to a lack of mastery of basic writing mechanics and noun phrase rules. the errors could appear minor and non-significant, and yet they could have a major impact on the quality of their writing. this is also supported by hidayat (2015), who stated that an error occurred in the introduction section of the thesis because students did not understand basic writing structure and grammar structure. the students can make errors in their writing, such as thesis, including chapter 1 until chapter 5. in chapter 1 there is the introduction. when the students write the introduction, they ought to make it by using good structures suitable to grammatical rules in a foreign language, especially on the noun phrase. otherwise, one of the grammatical errors that the students usually do in their thesis writing is noun phrase error. this is probably because students are influenced by their first language or mother tongue, carelessness, or translation factors (norrish, in rinata, 2018). the way to know about students’ errors is through error analysis. according to richard, in situmorang (2019), error analysis is the analysis of errors made by second and foreign-language speakers. thus, the reason that the researcher analyzed the noun phrase errors in students' undergraduate theses, especially in the introduction sections, is because this research and other articles have differences, namely, most previous studies focused on the error analysis of noun phrases in descriptive texts. however, this research focuses on noun tania, et.al: error analysis on noun phrase in students’ undergraduate theses 449 phrase forms of students' undergraduate theses, especially in the introduction sections. besides that, the previous studies used descriptive methods to analyze texts, but this research used the comparative method to investigate the noun phrases written by the students of the indonesia university of education, which has an "a" accreditation, especially for the english study program, and the students of bengkulu university, which have a "b" accreditation, particularly for the english study program. the similarity of this research to the previous studies, it mostly uses the same theories that are from dulay (1982) and greenbaum & nelson (2015). on the other hand, the reason that the researcher analyzed students’ undergraduate theses only in the introduction is that, in the chapter, the students write the introduction by combining their ideas with preliminary data and supporting theories. errors are more likely to occur in this section because they must build it by writing their thoughts and explanations (hidayat, 2015). in the introduction, the students tell about all of the basics of research, such as the foundation of the problem or the reason why they do the research, in their own words in english. because of that, sometimes they make errors, especially noun phrase errors, in a thesis introduction. three research objectives of this research, namely to analyze the components of noun phrase errors that are often made by the indonesia university of education and bengkulu university students in the introduction parts of their undergraduate theses, to analyze types of noun phrase errors that are often made by the indonesia university of education and bengkulu university students in the introduction parts of their undergraduate theses, and to find out the differences between noun phrase errors made by indonesia university of education and bengkulu university students in the introduction parts of their undergraduate theses. theoretical framework error analysis divsar and heydari (2017:143) state that error analysis (ea) is a method for gathering errors identified in students' language, determining whether the problems are systematic or not, and clarifying the causes for errors that are found in students. jabeen, kazemian, and mustafai (2015:53) contend that error analysis provides a comprehensive insight into the process of language learning that is performed by students. thus, error analysis is the way to identify the errors in students' language; it is also to know the causes of students’ errors in learning the language, and 450 | english franca, vol. 6, no. 2, 2022 it can give a comprehensive insight into the process of language learning that is performed by students. noun phrase according to swierzbin (2014), english learners must understand nouns, but it is much more essential to remember noun phrases for establishing a more particular meaning than the noun itself. moreover, the noun phrase could be used to express accurate information in a timely and precise way, because then the writing does not appear wordy in every sentence formed by the noun phrase. abdurrahman (2018) suggests that students at the university level ought to be able to master a foreign language, particularly english noun phrase forms. the component of a noun phrase there are three components of noun phrases. they are: a. head a noun is the most general head of a noun phrase. however, a noun phrase can be without any element and just consists of a noun; it is also called a bare noun phrase, such as "pencils", which is possible for plural nouns and mass. b. premodifier premodifier is the part of a noun phrase that occurs before the noun phrase or head. besides that, the premodifier is an adjective phrase, such as a blue motorcycle. according to jackson, in junaid (2018), a premodifier contains several word classes, such as a noun modifier and a numeral identifier/quantifier adjective. c. post-modifier post-modifier consists of a clause, adverb phrase, prepositional phrase, and adjective phrase. post-modifier has the function in english noun phrases as adjunct or complement. thesis introduction according to hidayat (2015), the first chapter in the structure of a thesis is the introduction. it is divided into three sections: introduction and identification of study difficulties, discussion of previously done and relevant research, and discussion of data obtained during the research. the introduction is one of the most important things in the thesis because it gives information to the readers about the thesis clearly and comprehensively. in the introduction, the students write the introduction by combining their ideas with preliminary data and supporting theories. errors are more likely to occur in this section because they must build it by writing their thoughts and explanations (hidayat, 2015). the students also tell about all of the basics of research in the introduction, such as the foundation of the problem or the reason why they do the research, in their own words in english. tania, et.al: error analysis on noun phrase in students’ undergraduate theses 451 noun phrase in a thesis introduction according to kusuma, sujoko, and sulistyowati (2014), a noun phrase is the structure of the head and its modifiers. a noun phrase also has the function to describe a person, a thing, or a place specifically. the introduction is one of the most difficult portions of writing a paper or thesis; here, writers need to focus on how to begin and what they precisely need to say. the introduction should be brief and compelling, and it should explain why the writer decided to conduct the research. noun phrase in the introduction is important because, if the students or writers want to explain specifically about something, they can use noun phrase to make the readers understand clearly what they want to deliver in the introduction section, without misleading or misunderstanding the meaning of sentences. research methodology the research method that was used in this research was a mixed method of quantitative and qualitative methods. in this research, the type of mixed method that the researcher used was an explanatory sequential design. according to creswell & clark (2017), an explanatory sequential design is composed of initially collecting quantitative data and afterward gathering qualitative data to further interpret or elaborate on the quantitative results. the reason was that the researcher focused on a quantitative method to answer the research question about the component and type of noun phrase errors that were most often made by students in their undergraduate thesis, and the researcher used the quantitative method because the data were also shown in the percentage of occurrence to answer the first and second research questions. on the other hand, the researcher used a comparative study because the researcher wanted to know the differences and similarities in noun phrase errors between students' undergraduate theses at bengkulu university and the indonesia university of education. the subjects of the research were the introduction parts (the backgrounds of the studies) of the theses of undergraduate students at english education in indonesia university of education and bengkulu university students in 2019. for the number of words in the introduction sections (backgrounds of the studies) that were analyzed by the researcher, there were just 1000 words of the introduction sections (backgrounds of the studies) to analyze the noun phrase errors here. it was because the introduction section (background of the study) in the indonesia university of education is mostly simple and brief, 452 | english franca, vol. 6, no. 2, 2022 namely, around 1000 words or even less than 1000 words. however, at bengkulu university, the introduction section (background of the study) is mostly around 1000 words or more than that. to collect the data, absolutely the researcher required several instruments to help the researcher. in this research, the researcher used observation and documentation. there were several steps in the procedure of the research, based on creswell (2014) that are identifying a research problem, reviewing the literature, specifying a purpose for research, collecting the data, evaluating and analyzing the data, and making the report. in the quantitative method, the researcher used cohen kappa (statistical analysis) to validate the data with the co-rater. however, in the qualitative method, the researcher used triangulation. the researcher analyzed the data by using dulay’s (1982) and nelson & greenbaum’s (2015) theories to find out the components and types of noun phrase errors. results & discussion there were 51 noun phrase errors in 10 thesis introductions of students at the indonesia university of education and 65 noun phrase errors in 10 thesis introductions of students at bengkulu university. thus, the total was 116 noun phrase errors. the researcher used cohen kappa theory to minimize subjectivity, where the researcher and a co-rater determined the agreement of the findings of components and types errors of noun phrases in students’ theses in the introduction parts (backgrounds of the studies). components of noun phrase errors in students’ introduction sections table 1 component of noun phrase errors made by the students component of noun phrase errors frequency percentage upi unib upi unib head error 28 39 54.9% 60% pre-modifier error 20 23 39.2% 35.4% post-modifier error 3 3 5.9% 4.6% total of noun phrase error 51 65 100% 100% the result of noun phrase error 51 65 3.9% 6.1% tania, et.al: error analysis on noun phrase in students’ undergraduate theses 453 total of a noun phrase 1,299 1,067 table 1 shows that indonesian university of education students (upi) made errors with the noun phrase components in the head, which amounted to 28 items (54.9%) of noun phrases in students' introductions, in which the frequency was often. table 2 the quality of components of noun phrases made by upi students frequency of noun phrase total of students’ noun phrases percentage category error correct 51 1,248 1,299 96.1% excellent based on the table above, the quality of components of noun phrases that indonesian university of education students made in their introduction sections was excellent, which was 96.1%. table 3 the quality of components of noun phrases made by unib students frequency of noun phrase total of students’ noun phrases percentage category error correct 65 1,002 1,067 94% excellent based on the table above, the quality of components of noun phrases that bengkulu university students made in their introduction sections was excellent, which was 94%. types of noun phrase errors in students’ introduction sections table 4 type of noun phrase errors made by the students type of errors frequency percentage upi unib upi unib omission error 19 32 37.3% 49.2% addition error 20 15 39.2% 23.1% misformation error 12 18 23.5% 27.7% misordering error 0 0 0 0 total of noun phrase errors 51 65 100% 100% 454 | english franca, vol. 6, no. 2, 2022 the results of noun phrase errors 51 65 3.9% 6.1% total of noun phrases 1,299 1,067 table 4 shows that indonesia university of education students (upi) made the type of error (omission error) in the noun phrase, which amounted to 19 items (37.3%), out of 1,299 noun phrases in students’ introductions, while the frequency was sometimes. however, bengkulu university students made the type of error (omission error) in the noun phrase, which amounted to 32 items (49.2%), out of 1,067 noun phrases in students' introductions, while the frequency was often. however, the total of types of noun phrase errors in indonesia university of education and bengkulu university students had differences in frequency and percentage, which for indonesia university of education students was 3.9% and for bengkulu university students was 6.1%. table 5 the quality of types of noun phrases made by upi students frequency of noun phrase total of students’ noun phrases percentage category error correct 51 1,248 1,299 96.1% excellent based on the table above, the quality of types of noun phrases that indonesian university of education students made in their introduction sections were excellent, which was 96.1%. table 6 the quality of types of noun phrases made byunib students frequency of noun phrase to tal of students’ noun phrases percent age categ ory err or corr ect 65 1,002 1,067 94% excellent based on the table above, the quality of the types of noun phrases that bengkulu university students made in their introduction sections were excellent, which was 94%. the differences between the number of noun phrase errors in upi and unib students’ introduction sections tania, et.al: error analysis on noun phrase in students’ undergraduate theses 455 figure 1 (bar chart 1) the differences between the number of noun phrase errors in upi and unib students’ introduction sections thus, from the bar chart, the students at the indonesia university of education and bengkulu university had differences in the number of noun phrase errors. the indonesia university of education students had 51 items, out of 1299 noun phrases, in components and types of noun phrase errors (3.9%), of which the frequency was rare; however, bengkulu university students had 65 items, out of 1,067 noun phrases in components and types of noun phrase errors (6.1%), of which the frequency was rarely. the result showed that the most frequent component of noun phrase errors made by indonesia university of education and bengkulu university students in the introduction parts of their undergraduate theses was a head error. this was probably because the students were still influenced by their first language (interlingual error). the differences in the systems of both languages make the learning process complicated and contribute to students' errors in learning languages. this was supported by the data when the students did not use suffixes in plural nouns; it meant that the students were still influenced by their first language, which is bahasa indonesia, in which bahasa does not use suffixes in the plural noun. this finding was in line with the finding by hmouma (2014), in which the component of noun phrase error that students often did was in the noun (head). in addition, the finding was also supported by the finding from novianti (2018), in which the result of her research was that the students often wrote noun phrases that contained head errors. although the students made some noun phrase errors, the quality of the components of noun phrases in their introduction sections was in the excellent category. the researcher discovered just 3 out of 4 noun phrase error types, based on dulay’s theory, in students’ undergraduate thesis introductions written by indonesia university of education students and bengkulu university students, in which they made the errors of the types of noun phrases in omission error, addition error, and misformation error. the most frequent type of noun phrase errors in introductions among indonesia university of education and bengkulu university students had a difference which, in the case of the indonesia university of education, was an addition error. this happened probably because the students who learned english as a foreign language were still confused or made errors 456 | english franca, vol. 6, no. 2, 2022 in noun phrase form. this statement was also supported by kurniawati, fauziati, & sutopo (2015), who said that students were still confused and did not master noun phrase forms because of the differences between indonesian and english forms in noun phrases. this is also known as intralingual error, based on james's theory (2001), and this happens when students are unfamiliar with a target language pattern at any standard or in any category. however, at bengkulu university it was an omission error. it was probably because of an interlingual error. the students are affected by their mother language's persistence when using the new language. based on the result of analyzing students’ undergraduate thesis introductions, the researcher discovered the omission of “s” for a plural noun. this was in line with erlangga, suarnajaya, and juniata (2019), who found that the omission of “s” for a plural noun was an interlingual error. this finding was supported by kusuma, sujoko, and sulistyowati (2014), whose research result showed that the most frequent type of noun phrase error was omission error. in addition, the finding was also supported by the result from sitorus and sipayung (2016), in which the most frequent type of noun phrase error was omission error. thus, students at the indonesia university of education and bengkulu university were influenced by intralingual and interlingual errors. although the students made some noun phrase errors, the quality of the types of students' noun phrases in their introduction sections was in the excellent category. the differences between noun phrase errors made by indonesia university of education and bengkulu university students in the introduction parts of their undergraduate theses, in which there were differences, such as the most frequent type of noun phrase error in the student's undergraduate thesis introductions. in the case of the indonesia university of education, the error, based on dulay’s theory, was an addition error. however, in the student's undergraduate thesis introductions at bengkulu university, concerning the noun phrase error, based on dulay’s theory, the most frequent type was omission error. besides `that, the number of noun phrase errors that occurred in students' undergraduate theses, in introduction sections, at bengkulu university was higher than at the indonesia university of education. this happened probably because the accreditation of the university, especially the study program, also influences students' outcomes; for example, in a university that has an "a” accreditation for its study program, its students’ undergraduate theses have fewer errors than those in a university which has a “b” or “c” accreditation for its study program. this is in line with kumar, shukla, & passey (2020), who stated that the development and tania, et.al: error analysis on noun phrase in students’ undergraduate theses 457 application of curriculum, as well as the achievement of academic results, were heavily reliant on qualified faculty. volkwein, in kumar, shukla, and passey (2020), discovered that accreditation was a major driving force in such a set of convergent variables that impacted academic programs and learning. ulker and bakioglu (2019) also supported that the accreditation had the greatest impact on the emphasis placed on academic results and also had an impact on the number of students graduating from a program. furthermore, another reason why indonesia university of education students had few noun phrase errors than bengkulu university students was probably that students' competitiveness at the indonesia university of education was higher than that in bengkulu university, because the indonesia university of education has stricter filtering, in accepting the students for its university or study program than bengkulu university. besides that, there were also several similarities between indonesia university of education and bengkulu university in students’ undergraduate thesis introductions, in which the most-frequent component of noun phrase errors in students' introductions in indonesia university of education and bengkulu university was a head error. then, the quality of the components of students' noun phrases in students' introduction sections at indonesia university of education and bengkulu university was in the excellent category. finally, there was no misordering error as one of the noun phrase error types in students' undergraduate thesis introductions at indonesia university of education and bengkulu university. conclusion based on 20 students' thesis introductions, which consisted of 10 students' thesis introductions from the indonesia university of education and 10 students' thesis introductions from bengkulu university, the researcher found the differences between noun phrase errors made by the indonesia university of education and bengkulu university students in the introduction parts of their undergraduate theses, the researcher found some differences and similarities. concerning the differences in the number of noun phrase errors, students at bengkulu university had a higher number than those at the indonesia university of education, in which there were 51 noun phrase errors in 10 theses' introductions of students in the indonesia university of education and 65 noun phrase errors in 10 theses' introductions of students in bengkulu university. the students at the indonesia university of education had the most frequent type of noun phrase error in addition error; however, students at bengkulu university had the most frequent type of noun phrase error in 458 | english franca, vol. 6, no. 2, 2022 omission error. even though they had a different results in the type of noun phrase error, students at indonesia university of education and bengkulu university still had a similarity in that the most frequent component of noun phrase error in these two universities was the head error. references creswell, j. w. (2014). educational research: planning, conducting, and evaluating quantitative and qualitative research. harlow: pearson. creswell, j. w., & plano clark, v. l. (2017). designing and conducting mixed methods research (3rd ed.). sage publications. dulay, h. (1982). language two. new york: oxford university press. erlangga, i. p. b., suarnajaya, i. w., & juniarta, p. a. k. (2019). an analysis of grammatical errors made by the seventh grade students of smp negeri 2 sukawati in writing descriptive texts in the academic year 2018/2019. language and education journal undiksha, 2(1), 1929. https://doi.org/10.23887/leju.v2i1.20276 https://ejournal.undiksha.ac.id/index.php/jjpbi/article/view/2 0276 greenbaum, s., & nelson, g. (2015). an introduction to english grammar (4th ed.). london, england: pearson education. hidayat, a. (2015). an analysis of students’errors in writing introduction of thesis of english department students of iain raden intan. english education: jurnal tadris bahasa inggris, 7(1), 23-41. https://doi.org/10.24042/ee-jtbi.v7i1.431. http://103.88.229.8/index.php/engedu/article/view/431 hmouma, m. (2014). interlanguage syntax of the noun phrase in english: an error analysis of third year high school students of english in zawiya, libya. iosr journal of humanities and social science. 19, 36-43. doi: 10.9790/0837-19543643. https://www.iosrjournals.org/iosr-jhss/papers/vol19issue5/version-4/g019543643.pdf james, c. (2001). errors in language learning and use: exploring error analysis. london, england: longman. kumar, p., shukla, b., & passey, d. (2020). impact of accreditation on quality and excellence of higher education institutions. revista investigacion operacional, 41(2), 151-167 https://eprints.lancs.ac.uk/id/eprint/141916/1/impact_of_accred itation_on_quality_and_excellence_of_heis.pdf https://doi.org/10.23887/leju.v2i1.20276 https://ejournal.undiksha.ac.id/index.php/jjpbi/article/view/20276 https://ejournal.undiksha.ac.id/index.php/jjpbi/article/view/20276 https://doi.org/10.24042/ee-jtbi.v7i1.431 http://103.88.229.8/index.php/engedu/article/view/431 https://www.iosrjournals.org/iosr-jhss/papers/vol19-issue5/version-4/g019543643.pdf https://www.iosrjournals.org/iosr-jhss/papers/vol19-issue5/version-4/g019543643.pdf https://eprints.lancs.ac.uk/id/eprint/141916/1/impact_of_accreditation_on_quality_and_excellence_of_heis.pdf https://eprints.lancs.ac.uk/id/eprint/141916/1/impact_of_accreditation_on_quality_and_excellence_of_heis.pdf tania, et.al: error analysis on noun phrase in students’ undergraduate theses 459 kurniawati, t., fauziati, e., & sutopo, a. (2015). error in translating indonesian noun phrases into english made by second semester students of english education department in muhammadiyah university of surakarta 2014/2015 academic year (doctoral dissertation, universitas muhammadiyah surakarta, surakarta, indonesia). http://eprints.ums.ac.id/38689/ kusuma., sujoko, & sulistyowati. (2014). an error analysis of noun phrase structure by the fifth semester students of english education. english education: jurnal pendidikan bahasa inggris universitas sebelas maret, 2(3), 388-393. https://jurnal.fkip.uns.ac.id/index.php/bhs_inggris/article/view /7948 novianti, s. (2018). students’grammatical errors in using noun phrases in descriptive text at the tenth grade of sma n 2 bandar lampung in the academic year 2017/2018 (doctoral dissertation, uin raden intan, lampung, bandar lampung, indonesia). http://repository.radenintan.ac.id/4761/ pardede, p. (2012). scientific articles structure. in scientific writing workshop (vol. 16), 1-15. https://eeduki.com/2012/04/01/scientific-articles-structure/ rinata, a. r. (2018). an analysis of students ’ error in writing interpersonal text in the eighth grades of smpn 2 lamongan. retain, 6(3), 211–219. https://ejournal.unesa.ac.id/index.php/retain/article/view/263 63/24143 sitorus, g.s., & sipayung, k. (2016). an error analysis of using phrase in writing recount text at tenth grade in sma parulian 2 medan. a journal of culture, english language, teaching & literature. 18(1), 80-88. https://doi.org/10.24167/celt.v18i1.562 http://journal.unika.ac.id/index.php/celt/article/view/562 ulker, n., & bakioglu, a. (2019). an international research on the influence of http://eprints.ums.ac.id/38689/ https://jurnal.fkip.uns.ac.id/index.php/bhs_inggris/article/view/7948 https://jurnal.fkip.uns.ac.id/index.php/bhs_inggris/article/view/7948 http://repository.radenintan.ac.id/4761/ https://eeduki.com/2012/04/01/scientific-articles-structure/ https://ejournal.unesa.ac.id/index.php/retain/article/view/26363/24143 https://ejournal.unesa.ac.id/index.php/retain/article/view/26363/24143 https://doi.org/10.24167/celt.v18i1.562 http://journal.unika.ac.id/index.php/celt/article/view/562 460 | english franca, vol. 6, no. 2, 2022 empty page english franca vol 1 no 02 tahun 2017, stain curup page 135 p-issn 2580-3670, e-issn 2580-3689 inquiry-based language learning (ibll): theoretical and practical views in english classroom sri rejeki the faculty of teacher training and education, sebelas maret university, rejeki@student.uns.ac.id abstract this paper aims at explaining the theoretical based and the implementation of inquiry-based language learning particularly in english classroom in indonesia. ibll is not quite familiar in indonesian context especially in educational field. in other hand, curriculum 2013 is very popular in this country although both of them are related each other. this curriculum adopted the concept of ibll in which it encourages the students to construct the knowledge. based on the principle of inquiry, the students supported by the teacher and peers try to answer the questions coming from themselves. these answers will help them in constructing the knowledge. ibll is completely useful in promoting long life education that enables them to continue the quest for knowledge throughout life. this paper discussed about the theoretical principles of ibll and its implementation in teaching english. keywords: ibll, curriculum 2013, construct, quest for knowledge introduction scientific approach has become very famous in the world in which many fields of knowledge adopted the principles of this approach in their implementation. it is caused by the significant of science in our life particularly related to the useful inventions produced by scientist that make human life better. as we know that some scientists for example copernicus, thomas alfa edison, galileo have an important role in the development of science. they used scientific procedures in discovering the inventions. regarding to the significant contribution of science, several fields of knowledge adopted the principle of scientific approach. one of them is teaching a foreign language. the experts of teaching english franca vol 1 no 02 tahun 2017, stain curup page 136 p-issn 2580-3670, e-issn 2580-3689 and learning a foreign language adopted the scientific principles that resulted in scientific approach. inquiry-based language learning (ibll) as a part of scientific approach proposes the same idea. using the scientific process proposed by whewell (1859) in fauziati (2014) as formulation of the problem, hypothesis, prediction, testing, and analysis, the experts try to find out the solution of teaching learning problems. science and language are different in many ways however, adopting scientific principles for teaching a foreign language gives positive effects. ibll which adopted the scientific principles appears and becomes famous. curriculum 2006 and 2013 in indonesia also implements the ibll as a method for english teaching and learning activities (fauziati, 2014). some cycles are presented in order to implement this method in the classroom activities. these cycles refer to the basic principles of scientific approach as its guidance. initially, inquiry-based method is intended for science and math classes but it can also be adopted for teaching english (lee, 2014). the scientific principles which are crucial in promoting systematic and logical ways are also needed by the english language learners. these skills will help them in analyzing the learning problems and finding the solution properly. this paper presents the basic principles and the implementation of scientific method (ibll) for teaching english. it also provides a bridge in connecting the scientific approach and teaching a foreign language particularly in indonesian curriculum. theoretical framework definition the definition of ibll comes from the center word that is inquiry. it is defined as a process of seeking truth, information, or knowledge by questioning (fauziati, 2014). based on this definition the students ask questions and find the answers by themselves with some helps from the teacher, technology, and their learning community. the students construct the knowledge (not receive it) by combining what they have known about the topic and what do they want to know. prince and felder (2006) mention inductive english franca vol 1 no 02 tahun 2017, stain curup page 137 p-issn 2580-3670, e-issn 2580-3689 approach as an umbrella for ibll in which there are others such as problem-based learning (pbl), project-based learning, case-based teaching, and discovery learning. the inductive approach starts with observation or complex real-world problem, then the students analyze the data and finally generate the facts, procedures, and guiding principles. kuklthau, maniotes & caspri (2007) add investigation, exploration, search, quest, research, pursuit, and study as the main activities in inquiry process. the involvement of learners’ community in which they can learn each other is also necessary in this process. from those definitions, it can be concluded that ibll is a method that encourages the students to come up with the questions or problems, analyze and investigate them, and finally construct the knowledge with the help from the teacher and surrounding. why inquiry-based as a teacher, you will find this moment in this classroom while you are teaching. the students tend to answer “no” while their teacher asks “do you have any question?” it does not mean that they completely understand the material explained by the teacher but it reveals something else since they still cannot do the exercise well after that. the teacher’s question is intended to know the students’ comprehension related to the material and to evaluate the teaching process whether there is something missing or not. unfortunately the teacher most of the time will not get the intended answers. inquiry-based language learning (ibll) comes up with the idea that the students should ask questions instead of listen and repeat the expected answer. the students, in this era, need more skills than remembering and repeating the facts and information. they are supposed to find and use the facts and information. the teacher is able to help them in the classroom, unfortunately he or she cannot do that outside the class. as a consequence, the students are supposed to continue the quest for knowledge throughout life. instead of being knowledge receivers, they are taught of being knowledge inquirers. in english teaching and learning activities, this inquiry-based is beneficial in some ways for instance improving vocabulary english franca vol 1 no 02 tahun 2017, stain curup page 138 p-issn 2580-3670, e-issn 2580-3689 mastery, explaining the grammatical forms, helping the students in negotiating meaning, and embedding cultural essence (lee, 2014). furthermore, ibll also gives benefit related to classroom instructions in which increasing student’s participation, maintaining their attention, and initiating classroom interaction. it can be done through giving questions which are necessary for assessment and feedbacks given related to the material. ibll also strengthens the students’ linguistic knowledge and communicative competence. from the explanation it is clear that ibll benefits more on the teaching a foreign language. giving questions here is valuable since it provides exciting experience in learning that allow them to make discovery, reflection, creativity, and encourage cognitive and meta cognitive skills. it can be concluded that those valuable things facilitate understanding, self-regulated learning, and future learning transfer. basic principles there are some basic principles in ibll presented in this paper. the writer combined these principles from fauziati (2014) with prince and felder (2006). those principles are presented as follow. 1. the origin of ibll is on the constructivism theory. jean piaget (1972), vygotsky (1978), and jerome brunner (1990) are those who concern on this theory. according to them, the students construct their knowledge by communicating their experience with the environment instead of being transmitted by the teacher. they use their sense to get any information and store it as mental structures (schemata). vygotsky says that cultural history, social context, and language are important in this cognitive process. he also mentions that the students can understand the concept and idea that they cannot master with the help of other experienced peers. 2. students take initiative and autonomy in the classroom. the questions driving the classroom activity are from the students. it means that they initiate the learning process and are responsible for their own learning. the teacher may ask question but it is intended to guide them, not the center of the english franca vol 1 no 02 tahun 2017, stain curup page 139 p-issn 2580-3670, e-issn 2580-3689 learning activity. his or her job is to facilitate them with the appropriate activities in order to help them in constructing the knowledge. 3. classroom activities are around solving authentic, illdefined problems that may have more than one solution. in essence, we can call it as student center in which the students are more active than the teacher in the classroom. they get the knowledge from the problem initiated and solved by them instead of getting it from the teacher’s explanation. 4. students not only interact with the textbooks but also with the raw data, primary resources, the teacher, and other students. the material that the students have to study is not only textbooks but also other sources for instance the teacher, their peers, raw data (spoken and written conversation), and etc. those are sufficiently needed for their learning process in a way that they provide context and real situation. 5. communication in the classroom is characterized by discourse. two ways communication is more appropriate to describe this situation. the students ask questions and discuss them with the teacher and other students. it is not merely question and answer session but dialogue to find the solution. 6. students learn through their senses, create concepts, modify and synthesize concepts, and then evaluate their learning through metacognitive processes. this part will be more explored in the cycle of ibll in the following part. key figures and their ideas the idea of ibll is initiated by constructivism figures such as piaget, vygotsky, and brunner. however the ones who execute and implement it in the education field are bruce and davidson, karplus and their, and roger bybee. they make this idea into some cycles which can be seen in the following explanation. english franca vol 1 no 02 tahun 2017, stain curup page 140 p-issn 2580-3670, e-issn 2580-3689 1. bruce and davidson figure 1 cycle of inquiry (bruce and davidson) the initiate learning comes from the students with their questions. they ask questions and notice about what is going to be learnt in that day. based on those questions, they investigate in order to find theory related to the topic. it can be done through browsing on the internet, reading textbooks, and asking the others. in this cycle they try to draw the map of the topic and are fully equipped with everything needed to create something. after that they create something (based on the topic). while doing this they try, experiment, draw, and explain. the product, then, is shared with the teacher and friends to know others’ opinion. then they may discuss it to get the strength and weaknesses. the discussion will come up with the suggestion, addition, declension in which the students think what they will do based on this discussion. the last is they do some reflection after getting advises from the others. here they evaluate the product in the form of adding or reducing something that is needed to get the better one. 2. karplus and their atkin and karplus develop the inquiry learning and implement it in the science program in the elementary class. karplus and their name this cycle as learning cycle consisting of 3 stages: exploration, introduction, and application. the first stage provides the students with an experience about science phenomena. then they identify it english franca vol 1 no 02 tahun 2017, stain curup page 141 p-issn 2580-3670, e-issn 2580-3689 with their schemata in their brain whether they have something similar or not. the second stage encourages them to build the ideas that are got from interaction with the others. they may discuss, do some research, and interact with the teacher and peers. the last stage is the time for them to apply the theory into new situations or problems. 3. roger bybee the table below shows the cycle proposed by roger bybee (fauziati, 2014). table 1. the cycle of ibll engagement object, event or questions are used to engage students. connection is facilitated between what students know and can do. exploration objects and phenomena are explored. hands-on activities are done with the guidance. explanation students explain their understanding of concepts and processes. new concepts and skills are introduced as conceptual clarity and cohesion are sought. elaboration activities allow students to apply concepts in contexts, and build on or extend understanding and skill. evaluation students assess their knowledge, skills, and abilities. activities permit evaluation of student development and lesson effectiveness. the cycles presented above have some significant benefits for the students (sunal, 2012 in fauziati, 2014:160-161). those cycles are supposed to help students become aware of their prior knowledge, foster cooperative learning and a safe positive learning environment, compare new alternatives to their prior knowledge, connect it to what they already know, construct their own “new” knowledge, and apply the new knowledge in ways that are different from the situation in which it was learned. english franca vol 1 no 02 tahun 2017, stain curup page 142 p-issn 2580-3670, e-issn 2580-3689 how the teacher can maximize effectiveness of inquiry-based learning in order to support the aim of inquiry-based learning, there are some activities that may be implemented to maximize its effectiveness. friesen & scott (2013) propose some of those activities: scaffolding, formative assessment, powerful, critical, and essential questions, and through line questioning. it is still debatable how to use scaffolding in the inquiry-based learning. however, simons and klein (2006) mention some scaffolding activities as breaking out the task that is beyond learner’s capability. here the task is break down into smaller ones in which each of them is supposed to contain material which they are not able to do that. the students actually cannot do the task only depend on their knowledge. it is little bit higher than their level. nevertheless, this kind of task is valuable and important in order to assess how far they would go to finish the task. more specifically it tells what actions will be taken by them to approach the solution. friesen & scott (2013) argue that the scaffolding activities give positive impact on problem solving, reflection, research assistance, concept integration, and knowledge acquisition. formative assessment or usually it is called as assessment for learning is distinguished from summative assessment in a way that it provides feedbacks of the students’ competence and performance. the aim of this assessment is not to assess but to help the students in identifying their problems and suggesting solution. related to ibll, the teacher can conduct formative assessment while teaching and learning activities occur. according to heritage (2010), the given feedbacks in formative assessment is most effective “when it is focused on the task and provides the students with suggestions, hints, or cues, rather than offered in the form of praise or comments about the performance” (p.5). questions in ibll play important role since it is the hint that catches student’s attention. these questions should make them aware of what is happening in their learning process. providing powerful, critical, and essential questions in the classroom activities can help the teacher to implement inquiry-based learning. powerful question according to barron et al. (1998) should make clear connection between activities and conceptual knowledge that english franca vol 1 no 02 tahun 2017, stain curup page 143 p-issn 2580-3670, e-issn 2580-3689 is going to be developed. furthermore it should connect students to the world outside the school and it also honors the outcomes of that program. critical question is a kind of question that requires reasoned judgment among options, uses criteria to make that judgment, and connect the outcome with the curriculum (case and wright, 1997). the last, essential question is one which lies at the hearth of the subject, not trivial question (wiggins and mctighe, 2005). this question should promote inquiry and uncovered subject. this question is similar to essential question proposed by wiggins and mctighe. den heyer (2009) tries to connect goals, objectives, specific outcomes for lessons, units, and coursed through questions about issues related to the world they live in which are relevant, provocative. these questions help both teacher and students to understand about current conditions in their life came to be. the application in foreign language teaching regarding to the concept of inquiry learning and its strength, ibll is currently recommended in indonesian education field. it can be seen in the implementation of curriculum 2006 and curriculum 2013. in essence, both curriculums apply the idea of inquiry learning in their teaching and learning process. 1. curriculum 2006 it is currently recommended to implement the cycles proposed by bruce and davidson, karplus and their, and roger bybee in indonesian context. those cycles hopefully can help the students to be scientist-like in which they know and understand their learning process and able to find the solutions related to the learning problems encountered in the learning process. according to education ministry regulation no. 19 of 2005, the standard process of primary and secondary education has to cover planning, implementation, assessment, and supervision. in order to make the learning process more effective and efficient, lesson plan is needed here. furthermore, this lesson plan is conducted through systematic way such as in these stages: exploration, elaboration, and confirmation process. english franca vol 1 no 02 tahun 2017, stain curup page 144 p-issn 2580-3670, e-issn 2580-3689 the first stage is initiated by introducing and understanding the phenomenon. it aims at providing or activating the students with the prior knowledge which is important for the next stages. here the students are actively involved in the process by validating and developing the information presented earlier. the main focus of this stage is how the knowledge is transferred, understood, and interpreted by the students. the prerequisite of this activity is the students have to be involved in the process. it is in line with the learning concept from chinese philosopher that says “ i hear and i forget. i see and i remember. i do and i understand.” (mel silberman, 1999). this statement implies that the students should participate actively in the learning process so they can understand. in the second stage which is more teacher guided, the students have to organize information got from the previous stage scientifically. indeed they do it with the help of the teacher in which he/she provides model or examples and explain them. there are several ways in explaining the material such as lecture, computer simulation, discussion of the finding from the first stage, multimedia presentation, focus group discussion, listen to recordings, and explain the material from the textbook. in this stage the teacher should decide something important for example how the exploration experiences can be developed to focus on the basic idea or skill to be taught, how the idea or skill is best explained, how the idea or skill should be modeled or demonstrated, what technique should be used to make sure all students understand it, and what student practice is needed using the new knowledge (sunal, 2012: 13 in fauziati, 2014: 161-162). the third stage, confirmation, is conducted to help the students confirm their new knowledge. but before that they need to perform what have been learnt and the teacher should give feedbacks. the feedbacks are so important that they will not lead to misconceptions or errors. some activities such as games, simulation, question and answer discussion, paper and pencil problems, and other manipulative activities can be done to provide positive and negative feedbacks. then, they are ready to transfer the new ideas into different situations and times. this phase is followed by a brief summary containing sequences of important ideas and events experienced while they are learning. english franca vol 1 no 02 tahun 2017, stain curup page 145 p-issn 2580-3670, e-issn 2580-3689 those three stages are similar with the steps in genre-based instruction. the exploration stage, similar with building knowledge of the text and modeling, is used to build student’s knowledge, understanding, and interpretation. here the knowledge is presented and the students are actively involved in compiling and arranging information so they get an input for the learning process. in the elaboration stage or join construction of the text, the students work together with the teacher and other students to gain the language skill through examples. their understanding is tried to be implemented through the guide from the others such as in discussion, presentation, simulation, and focused students’ activities. the last is confirmation stage or individual construction that gives more emphasis on students’ independence. they work alone to apply the schemata in their head into a new situation. the teacher’s role is giving feedback after they finish their work in which positive reinforcement is necessary here. 2. curriculum 2013 there is no significant difference in implementing ibll in curriculum 2006 and curriculum 2013. both of them emphasize on how the students can construct their own knowledge that is stimulated with a good learning process. as stated in the education ministry regulation number 65, the year of 2013, education process should be based on scientific principles. under the term scientific approach, ibll is chosen to encourage the students mentally and physically demonstrate the scientific behaviors. hopefully through this method the students are curious about anything around them, their skills are improved, they exhibit positive attitudes, and they can improve the speaking competence as well as their critical thinking. the students as inquirers learn thorough the problems in real situation. five stages are provided to accommodate that aim: observing, questioning, collecting information or experimenting, associating or information processing, and communicating. the learning activities are initiated with observation in which the teacher engages the students by displaying texts or videos. then they are encouraged to ask questions in order to develop their hypothesis about the phenomena. in addition, they may ask about the linguistic features or generic structure of the text. in this english franca vol 1 no 02 tahun 2017, stain curup page 146 p-issn 2580-3670, e-issn 2580-3689 stage, the students are supposed to have their ideas about those aspects. the next stage gives them more opportunity to investigate their hypothesis through gathering information and experimenting. with the guidance of the teacher and peers, they collect any information needed and do some practices. associating or information processing invites them to analyze the result of their practice collaboratively. suggestions or feedbacks from the others are needed to clarify, confirm, or extend their idea. the last one is communicating their finding in the form of presentation or other activities. the finding reveals the knowledge constructed by them in the previous processes. conclusion although at the beginning ibll is intended for science as it is classified as scientific approach, this method also can be implemented in language field. the former figures introducing inquiry learning are piaget, vygotsky, and brunner. they argue that the students are able to construct the knowledge by certain requirements. furthermore, this idea is explored more detail by bruce and davidson, karplus and their, and roger bybee in which they provide the cycle in order to help teachers applying this method in their class. indonesia adapted the concept of inquiry learning and implemented it in curriculum 2006 and 2013. hopefully, indonesian students are able to construct the knowledge and continue the paradigm of long lasting education. author’s biography sri rejeki is an alumnus of uny majoring english education department for her undergraduate degree. after graduated from that university, she taught in several institutions such as smk piri yogyakarta, sd model yogyakarta, and puri kids yogyakarta. she also has experienced two-years teaching in language training center under umy (muhammadiyah university of yogyakarta). she has published an article entitle konsistensi pemerintah published by kompas yogyakarta. she also has published 2 books entitled menguasai 16 english tenses published by bangkit publisher, yogyakarta (2012) and ya, saya vegetarian published by familia english franca vol 1 no 02 tahun 2017, stain curup page 147 p-issn 2580-3670, e-issn 2580-3689 publisher, yogyakarta (2013). in addition, she has translated a novel entitled sherlock dan enam napoleon published by indoliterasi publisher, yogyakarta and she was also an editorial team of of a book entitled karnaval caci maki; menelusuri makian dari hasrat sampai nilai, ekspresi buku (january, 2012). currently, she is taking her graduate degree in graduate school of english education department, sebelas maret university, surakarta. furthermore, currently, she is working on the publication process of some articles entitled: “a study on the strategy in teaching english for students with special needs, journal of social science and humanities, pertanika”, and “promoting assessment for learning: students’ perception toward informal assessment conducted in english classroom, journal of advanced letter”. references abdi, a. (2014). the effect of inquiry-based learning method on students’ academic achievement in science course. universal journal of educational research, 2(1), 37-41. arauz, p. e. (2013). inquiry-based learning in an english as a foreign language class: a proposal. revista de lenguas modernas, (19), 479-485. barron, b., schwartz, d., vye, n., moore, a., petrosino, a., zech, l., bransford, j., & the cognition and technology group at vanderbilt. (1998). doing with understanding: lessons from research on problemand project-based learning. the journal of the learning sciences, 7, 271-311. brown, h. douglas. (1994), teaching by principles: an interactive approach to language pedagogy. new jersey: prentice hall. case, r, &wright, t. (1997). “taking seriously the teaching of critical thinking.” in the canadian anthology of social studies, ed r case and p clark, 179–93. vancouver, bc: pacific educational press. den heyer, k. (2009). implicated and called upon: challenging an educated position of self, others, knowledge and knowing as things to acquire. critical literacy: theories and practices, 3(1), 26-36. english franca vol 1 no 02 tahun 2017, stain curup page 148 p-issn 2580-3670, e-issn 2580-3689 fauziati, endang. 2014. methods of teaching english as a foreign language (tefl): traditional method designer methods communicative methods scientific approach. surakarta: era pustaka utama. fauziati, endang. 2015. teaching english as a foreign language: principle and practice. surakarta: era pustaka utama. fauziati, endang. 2016. applied linguistics principles of foreign language teaching, learning, and researching. surakarta: era pustaka utama. friesen, s., & scott, d. (2013). inquiry-based learning: a review of the research literature. alberta ministry of education. gormally, c., brickman, p., hallar, b., & armstrong, n. (2009). effects of inquiry-based learning on students’ science literacy skills and confidence. international journal for the scholarship of teaching and learning, 3(2), 16. heritage, m. (2010). formative assessment and next-generation assessment systems: are we losing an opportunity. los angeles, ca: national center for research on evaluation, standards, and student testing (cresst). lee, h. y. (2014). inquiry-based teaching in second and foreign language pedagogy. journal of language teaching and research, 5(6), 1236-1244. li, c. (2009). a research on second language acquisition and college english teaching. english language teaching, 2(4), 57. prince, m. j., & felder, r. m. (2006). inductive teaching and learning methods: definitions, comparisons, and research bases. journal of engineering education, 95(2), 123-138. silberman, r. b., & tuan, y. f. (1999). world views: maps & art: 11 september 1999-2 january 2000. frederick r. weisman art museum, university of minnesota. simons, k. & klein, j. (2007). the impact of scaffolding and student achievement levels in a problem-based learning environment. instructional science, 35, 41-72. vygotsky. l. (1978). mind in society. cambridge ma: harvard university press wiggins, g., & mctighe, j. (2005). understanding by design. alexandria, va: association for supervision and curriculum development. englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: : http://dx.doi.org/10.29240/ef.v5i1.1193, page 01-16 discourse markers in tertiary level students’ essay writing: ability and problems winny agustia riznanda universitas islam negeri raden fatah palembang winnyagustiariznanda_uin@radenfatah.ac.id abstract writing is a fundamental, yet complicated part of language learning. in writing, discourse markers is an indispensable component of writing quality. the aim of the present study was to find out how discourse markers (dm) were applied to build coherence in efl students’ essay writing and the problems encountered. descriptive design was applied; analyzed 52 target dm and how they were used in 30 academic essay writing. the participants of the study were 30 students majoring in english education of uin raden fatah palembang academic year 2019/2020. the results revealed that the participants employ 32 dm in 221 occurrences, in which 102 occurrences were inappropriately used. the problematic matters cover non-equivalent exchange (52 occurrences), and overuse (48 occurrences). despite their awareness of the importance of dm to assure the coherence of their essays, they need to develop their ability to use dm correctly and efficiently to make their writing connected more logically. keywords: discourse markers, coherence, essays. introduction writing is an essential language skill to be mastered. writing, according to defazio, jones, tennat, and hook (2010), is essential since it involves students’ thinking, and presents students’ creativity and understanding. furthermore, they claimed that writing is a skill needed to determine students’ accomplishment during their study since the students must be able to complete tasks of writing, such as academic mailto:winnyagustiariznanda_uin@radenfatah.ac.id 2 |english franca, vol. 5, no. 1, 2021 essays and papers. essays are used to examine your grasp of certain topics as well as your ability to explain and debate these concepts in order to answer a specified topic. an essay is often written in prose, in a discursive style, in which the concept, arguments, and evidence are presented to answer a question or solve a problem (oktavianti et al, 2020). writing ability is generally the least devoted to learners. the fact that productive development of the writing skill is impacted by successful acquisition of other skills also proves that writing is the most difficult talent in english (sanjaya et al, 2020). furthermore, when the students started working, writing job application letters, e-mails, proposals, reports, and memos are required as part of professional communication. despite its importance, writing is a complex language skill. oshima and hogue (2006) argued that writing requires mastery of various components, namely content, organization, use of language, vocabulary, and mechanics. furthermore, richards and renandya (2002) added that most esl/efl students found difficulties in planning and structuring their ideas and convert them into text. in addition, indonesian students’ writing attitude is required to be considered. research conducted by setyowati and sukmawan (2016) revealed that fifty-eight percent (out of fifty-seven) efl students showed a moderate attitude towards writing, but stated that writing was difficult and stressful. a preliminary study was carried out through interviews and observations of students of the english education of uin raden fatah palembang of 2019/2020. it was found that most students were unable to produce essays that meet the requirements due to their poor academic writing skills, particularly in the development of ideas. in addition, language features such as connectors were not used accurately which caused the sentences in the essays to be less related to one another. this was due to the lack of students’ knowledge regarding essay writing coherence. one of the fundamental problems that students face in writing is the relationship between sentences, also known as cohesion. students, according to oshima and hogue (2006), must consider an important feature in writing texts, namely coherence, so that each sentence in the essay is related to one another. furthermore, kellog (2008) explains that coherence writing is intricate. this is because literacy is an accomplishment in a culture that has never been studied in depth. winny agustia riznanda: discourse markers in tertiary level students’ essay writing: ability and problems│3 brown (2007) added that to produce coherent writing, students must consider a variety of factors, including how to create concepts, structure them sequentially, and use discourse markers. researchers agree on the importance of dm to improve coherence in writing. the presence of dm, such as: however, accordingly, and for example can contribute to text coherence (tyler & bro 1992, muller 2004). furthermore, swan (2005) defined dm as a word and expression that connects what we are conveying, what we have delivered, and what will be conveyed. moreover, fraser (1999) describes that dm interprets semantic relations between discourse units without altering the semantic relationships between them. in other words, dm is words or phrases, conjunctions, adverbs, or prepositional phrases that indicate the relationship between the segments they introduce and the segments that came before them. in terms of writing, correct dm usage assists the writer in producing productive documents. the presence of dm in written language is similar to the presence of gestures in spoken language; it demonstrates the writer's understanding in organizing texts by marking the development of their arguments and directing the reader towards interpretations that the author prefers (biber, johansson, leech, conrad & finegan, 1999; celce-murcia & larsen freeman, 1999). dm and writing have become interesting research subjects. studies conducted by liu and braine (2005), jalilifar (2008), and rahimi (2011) investigated how esl/efl students apply dm in their writing. studies conducted by field and yip (1992), johnson (1992), and hinkel (2001) proposed the native use of dm differs from the non-native use of dm. in addition, connor (1984, 2000), castro (2004), and jalilifar (2008) claimed that correct use of dm improves the quality of written works. however, some studies have shown that applying dm for second language and foreign-language learners is complicated. studies conducted by cho (1998), bolton, nelson, and hung (2002), narita, sato, and sugiura (2004) reported difficulties encountered by l2 students, such as abuse, overuse, and underutilization of dm. furthermore, studies conducted by kao and chen (2011) proposed six problems encountered by taiwanese students, namely: non-equivalent exchange, overuse, surface logic, wrong relations, semantic inclusions, and disturbances. in indonesia, a study conducted by patriana, rachmajanti, and mukminatien (2016) which analyzed the use of 21 students' 4 |english franca, vol. 5, no. 1, 2021 argumentative markers of argumentative essays by indonesian students found that in 234 occurrences, 118 occurrences used dm improperly. therefore, the problems in this study are: (1) what discourse markers (dm) are used by english education students to build coherence in their essay writing? (2) what problems do students of english education have in applying discourse markers (dm) in their essay writing? theoretical framework linguists define dm distinctively depending on their research and subject areas. halliday and hasan (1976) use the term sentence connectors, blakemore (1987) uses the term discourse connectives or fraser (1999) uses the term pragmatic markers. swan (2005) defines dm as words and expressions that are used to depict the organization of our conversation. their function is to connect what we are saying, what we have said, and what we will say in the future. writing with dm is preferable in some ways. dm provides arrangements due to the numerous words and phrases of dm available (wei sun, 2013). furthermore, because of the segmentation provided by dm, readers, and listeners can stop and interpret linguistic signals. although dm is optional, has no grammatical effects, and carries little semantic weight, removing them can create uncomfortable, less natural, ill-mannered, unfavorable interaction (brinton, 1996). moreover, fraser (1999) claimed that the absence of dm may cause a breakdown in interaction. research methodology this study uses a descriptive research design which was conducted at the english education of uin raden fatah palembang. the data source of this research is 30 essays written by students. the essay was analyzed in terms of 52 types of discourse markers (dm) coined by fraser (1999). tabel 1. taxonomy of dm adapted from fraser (1999) elaborative markers additive markers moreover, furthermore, in addition, besides, additionally, likewise, winny agustia riznanda: discourse markers in tertiary level students’ essay writing: ability and problems│5 similarly appositive markers in other words, otherwise, that is illustration markers for instance, for example summative markers in conclusion, in short, in brief, in summary, to sum up adversative markers concessive markers however, but though, still, yet corroborative markers indeed, in fact, of course corrective markers on the contrary, instead, rather contrastive markers in contrast, on the other hand, by contrast, conversely, alternatively causal-inferential markers so, thus, therefore, then, (in) this way, hence, in this case, in this respect, consequently, as a consequence, as a result, for this reason, accordingly the researcher grouped each of the clauses found in the essays to provide a thorough analysis of the dm enclosed in each clause. then, the researcher highlights all of the dm enclosed in each clause. following that, the dm that have been highlighted are identified and grouped using fraser's (1999) dm classification, which includes additive (appositive, illustration, summative), adversative (concessive, corroborative, corrective, contrastive), and causal-inferential markers. next, dm contained in all essays was calculated and quantitatively described. finally, three verifiers check the researcher's work to ensure that all of the descriptions are approved, preventing errors in data analysis. findings and discussion findings dm used in english education students’ essays this study revealed that out of the 30 academic essays composed by the participants, 32 different dm were applied in 221 occurrences, 6 |english franca, vol. 5, no. 1, 2021 196 of which were used at the beginning of a sentence and were always followed by commas. as a result, it can be assumed that the participants prefer to break complex sentences into simple sentences and only use dm at the beginning of the second section to signal a topic change. this dm use backs up mccarthy's (1993) assumption that dm shapes and expands discourse substance more effectively than conjunction. based on the taxonomy provided by fraser (1999), it revealed that there were 221 occurrences of dm in 30 academic essays written by the participants. the number of occurrences of each taxonomy type was shown in the following table. table 2. categorization of dm on participants’ essays no. types of dm occurrences 1. adversative markers 82 2. causal inferential markers 71 3. elaborative markers 68 problems encountered by english education students in applying dm this research revealed that there are some problems with the use of dm found in participants’ essays (in 221 occurrences). these problems are categorized into the non-equivalent exchange (38 occurrences) and overuse (32 occurrences). to determine the source of the problem, a further exam on the participants' english writing skills was administered, revealing that the higher achievers use a broader variety of dm than the lower achievers. to avoid repeating the same dm, they use dm interchangeably. it can also be assumed that higher achievers use dm to improve the sophistication of their writing. participants who are lower achievers, on the other hand, are more likely to use small groups of dm, which may cause by a lack of knowledge on other dm. in terms of the relationship between sentences, they prefer dm they are accustomed to when they are having difficulty in organizing arguments in their writing, which implies that they are having difficulty in organizing their arguments into coherent texts. winny agustia riznanda: discourse markers in tertiary level students’ essay writing: ability and problems│7 non-equivalent exchange problem the problem of non-equivalent exchange is seen in the essay number 20 essay below: "the greenhouse effect is caused by greenhouse gases produced by nature or human activity. yet, many people did not realize this. "(essay number 20) the example above presents the causes of greenhouse gases. in combining the first and second sentences, students use dm ‘yet’. however, 'yet' is used for less formal equivalent and to illustrate unexpected information in the order of positive to negative. therefore, the more correct dm for this example is 'however' to present problems. overuse problem the overuse problem occurs when the relationship between sentences is so clear that it does not require dm, as demonstrated by the following essay by student number 12: "can cyberbullies be forgiven? shouldn't they be academically punished? are there bullies, indeed, specifically the high education ones are unaware of the effects of bullying? ”(essay number 12) students use the phrase "indeed" in essay number 12 to emphasize the question of whether students at the higher education level are aware of the consequences of engaging in cyberspace. because students used ‘specifically,' the use of dm ‘indeed’ is unnecessary, and the sentence is coherent without dm. discussion this study revealed that adversative and causal inferential markers are frequently used. this is due to the nature of the argumentative essays written by the participants. adversative markers (such as however, in contrast, and on the other hand) are the most common because, when writing their argumentative essays, participants must indicate differences of opinion on some issues and anticipate ideas that are contradictory from the readers’ perspective and seek to rebut them, as shown in essay number 21: 8 |english franca, vol. 5, no. 1, 2021 "many humans are building things to reach the expectations of society to create a modernized civilization. however, humans build all these things despite the consequences and the effects to the environment such as pollution, deforestation, and the increase in the amount of trash. "(essay number 21) the causal inferential markers (such as thus, therefore, and hence) is assumed to be the need of students to build evidence for argumentative claims, as in the following essay number 3: "the causes of global climate are multifactorial, thus a systematic approach from government organizations and individuals is needed to tackle the issue." (essay number 3) in addition, the presence of additive markers (such as furthermore, and in addition) show that they describe their ideas by providing additional information. illustration markers (such for instance and for example) are used to show examples, as in the following essay citation number 5 and 10: "according to europe.eu, co2 is the most commonly produced by human activities and it is responsible for 64% of man-made global warming. this state proves that global warming is caused mostly by humans. furthermore, the world's leading climate scientists believe that human activities are almost certainly the main cause of the warming observed since the middle of the 20th century. "(essay number 5) "the earth is getting hotter because of humans activities. for example, humans open green areas such as forests, plantations, and replaced them with multistoried buildings, factories, housings, and others. "(essay number 10) furthermore, this study revealed that the participants encountered non-equivalent exchange and overuse problem in their essays. the non-equivalent exchange problem can be presumably rooted in how dm is presented at schools (zamel, 1983; field & yip, 1992). the textbook's list of markers provides students with a variety of dm that winny agustia riznanda: discourse markers in tertiary level students’ essay writing: ability and problems│9 are categorized based on the pragmatic functions they carry (for example, 'contrastive,' 'adversative,') without the semantic and grammar constraints of each marker. as a result, students assumed that dm can be used interchangeably as long as they are in the same pragmatic category. the absence of explicit instructions on how each dm can carry out different semantic roles in writing appears to confirm student assumptions. the overuse problem could be caused by one of the following factors. first, this could be due to the writer's perception of his readers. the essay writer may underestimate the readers' knowledge; alternatively, the essay writer assumes that the reader will understand the writer's writing. the author strongly believes that sentences should be linked to linking words in both of these assumptions. the second reason is assumed due to instruction-related issues, in which instructors and textbooks overemphasize the use of dm. the last issue can be caused by essay writers believing that there is a positive relationship between the quality of writing and the number of dm used. this study indicated that efl learners encountered difficulties in using dm appropriately in essay writing. in fact, as a requirement for effective writing, the use of dm assists writers in producing coherent texts and effectively communicating with readers. however, due to a lack of dm knowledge, the absence of dm does not always render the text ineffective because the relationship between ideas is implicit or implied in this case. the use of dm makes it clear. even if the meaning is correctly interpreted, incorrect use of dm can sometimes interfere with the reader's interpretation of the meaning or message. as a result, this phenomenon essentially demonstrates the stage at which students are still improving their ability to write effective essays using dm. conclusion based on the findings, it is possible to conclude that, while the participants demonstrated an awareness on the use of dm to construct a coherent composition, their ability to use dm appropriately and effectively requires more improvement. to enhance the effectiveness on the use of dm, the following ideas are required to be considered. teachers or lecturers of english are required to provide clear explanation on the importance of dm since the proper use of dm increases the quality of writing, especially when it comes to academic 10 |english franca, vol. 5, no. 1, 2021 writing. to prevent the issue, the semantic and syntactic constraints of dm and conjunctions must be recognized. furthermore, students need to be emphasized that dm makes their ideas more understandable. as a result, it is critical for students not to depend too heavily on dm in their writing, but rather on how concepts are neatly and logically interrelated, and to focus on arranging their arguments smoothly and coherently. references aijmer, k. 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(2000). cohesive features in the expository writing of undergraduates in two chinese universities. relc journal, 31(1), 61-95 16 |english franca, vol. 5, no. 1, 2021 english franca : academic journal of english language and education vol. 3, no. 2, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 contrastive analysis of discourse representation in indonesia newspaper (kompas) and english newspaper reports (jakarta post) syafryadin university of bengkulu syafryadin@unib.ac.id abstract discourse representation deals with language structures which has crucial role not only for the text, but also for social practices. newspaper is one of the real implementations of discourse representation because newspaper comprises several components in discourse representation. newspaper in every country is made based on its language and every newspaper has difference and similarity in terms of discourse representation. therefore, this study aimed to investigate the contrastive analysis of discourse representation in indonesia newspaper and english newspaper reports. the subjects of this study were kompas as representative of indonesia newspaper and jakarta post as representative of english newspaper. this present study applied descriptive qualitative design which focused on representing verbs and modes of discourse representation (direct and indirect discourse). the findings of this study were that both newspapers have differences and similarities even though the difference was not quite dominant. the similarity of these newspapers could be seen from the use of reporting verbs and indirect discourse which were more dominant than the other parts in discourse representation. the difference could be seen also from representing verbs and modes of discourse representation. although, reporting verbs are majority parts in indonesia newspaper and english newspaper, but several words in indonesia had the same translation into english. manner of speaking verbs, mental verbs were still rare found in indonesia newspaper. in indonesia newspaper had only direct and indirect discourse, while in english newspaper had direct, indirect, free direct discourse, and indirect discourse in headline. in short, these newspapers have contrastive analysis in terms of discourse representation. keywords: contrastive analysis, discourse representation. 110 | english franca, vol. 3, no. 2, 2019 introdu ction discourse representation is one of the parts in discourse which has important role in analyzing the text of news reports. discourse representation theory (drt) is a formal semantic model of the processing of text in context which has applications in discourse understanding. drt was originally formulated in (kamp, 1981) and further developed in (kamp &reyle, 1993), with a concise technical summary in (van eijck& kamp, 1997). drt grew out of montague's model-theoretic semantics (thomason, 1974) which represents the meanings of utterances as logical forms and supports the calculation of the truth conditions of an utterance. drt addresses a number of difficulties in text understanding (e.g. anaphora resolution) which act at the level of the discourse. many newspapers have discourse representation based on the language used in the newspapers. this researcher uses indonesian newspaper and english newspaper reports because the researcher wants to see the comparison of indonesia newspaper reports and english newspaper reports in terms of discourse representation. however, the researcher takes kompas newspaper as the representative of indonesian newspaper and the jakarta post newspaper as representative of english newspaper because those newspapers are always read by most of indonesian. furthermore, many indonesian have difficulties in order to identify the differences and similarities of the newspapers in terms of discourse representation. for example, in finding representing verbs and modes of discourse representation, such as direct and indirect discourse, most of students or indonesian are still hard to do it. several studies conducted research on contrastive analysis such as he and zhou (2015) about contrastive analysis of lexical choice and ideologies, fortunio-balles (2016) about a contrastive analysis of the discourse marker then in english and spanish lectures, mohseni& (2015) about analysis of contrastive discourse markers implementation in esp books, faridah and (2018) about contrastive analysis of expression on japanese and indonesian love lyrics, rafatbaksh and jafari (2015) about contrastive analysis of discourse representation in persian and english online newspapers, debbagh, (2012) which aimed at analysing discourse representations of women in arabic television news on the two main moroccan television channels, junaidi (2015) about representation power in class discourse and asrianti (2019) about power representation in discourse analysis at junior high school. syafryadin: contrastive analysis of discourse representation |111 in accordance with the previous studies, most of the researches about contrastive analysis, but not in discourse representation. only one research was in relation to contrastive analysis of discourse representation, but the subject was persian, english online newspaper and news broadcast. moreover, most of the researches just focused on lexical choice, ideologies, discourse markers, power representation, and expression. besides, most of the previous studies used qualitative. the dissimilarities of the current research with the previous researches were the focus, an object and the research methodology. the current research is about discourse representation in jakarta post and kompas newspaper in indonesia. however, the previous study used persian and online english newspaper (new york times). then, the previous study only focused on the representing verbs, but, the current research added the modes of the representation. the current research used qualitative design which implemented thematic analysis, while the previous studies just used the coding. based on the explanation above, the researcher conducted the research on discourse representation in order to see the differences and similarities of those newspapers. for more details, this research had three aims namely (1) to identify representing verbs indonesian newspaper report and english newspaper reports in terms of discourse representation (2) to identify modes of discourse representation in indonesian newspaper report and english newspaper reports in terms of discourse representation and (3) to identify similarities and differences between indonesian newspaper report and english newspaper reports in terms of discourse representation? theoreth ical fr amework the framework of critical discourse analysis has been used in analyses of the news discourse. fairclough (1992) describes the concept of discourse representation, wherein there is a form of intertextuality in which parts of other texts are taken into a text marked with devices such as quotation marks and reporting clauses. fairclough (1992) points out that discourse representation is associated with not only language texts but also social practices. that is, it is important to analyze intertextuality or discourse representation from both linguistic and social perspectives. representing verbs the choice of the representing verb is closely associated with the extent to which represented discourse is controlled by representing 112 | english franca, vol. 3, no. 2, 2019 discourse. various kinds of representing verbs are used in the news report. they can be divided into the following categories: 1. reporting verbs (“say”, “tell”): the reporter gives a neutral evaluation of represented discourse. the represented discourse is not controlled by the reporter. it is presented to the reader objectively. 2. mental (thought) verbs (“wonder”, “recall”): the internal states of the subject of represented discourse is presented to the reader. these verbs are not frequently used in the newspaper report to represent discourse. unlike prose fiction, the actual spoken discourse of a news source is transformed into the reporter's written discourse in the news report (short, semono& culpepper, 1996). 3. manner-of-speaking verbs (“shout”): physical characteristics are given to represented discourse and presented to the reader. 4. speech act (illocutionary) verbs (“warn”, “claim”): illocutionary force is given to represented discourse by the reporter. thus, the reader's interpretation of the represented discourse is controlled by the reporter. however, each of these speech act verbs has a different kind of illocutionary force. modes of discourse representation there are forms of direct and indirect discourse representation. classifying the modes of discourse representation is closely associated with the degree to which represented discourse is demarcated from representing discourse. direct discourse representation a. direct discourse direct discourse consists of a reported clause and a reporting clause. the speech act value of the reported clause is basically maintained in direct discourse. the reported clause is a verbatim report of the original utterance although there are some exceptions. also, there is a clear demarcation between the reported clause and the reporting clause. b. direct discourse (slip) there is a case in which indirect discourse slips into direct discourse. in this case, the represented discourse is partially a verbatim report of the original utterance. this case can also be included in the mode of direct discourse (fairclough, 1995). syafryadin: contrastive analysis of discourse representation |113 c. free direct discourse there is no reporting clause. however, the reported clause and quotation marks are retained. the reported clause is basically a verbatim report of the original utterance. no speech act value is added to the reported clause. thus, the reader has direct access to the represented discourse. indirect discourse representation a. indirect discourse this form of discourse consists of the reporting clause and the reported clause. no quotation marks are used. it is clear whose voice is represented. the represented discourse could be a verbatim report of the original utterance. however, the original utterance of the represented discourse is generally summarized or paraphrased. thus, the reader doesn't have direct access to the represented discourse.in addition, there are cases in which the phrase, “according to” and the colon, “ : ” are used to show whose voice is represented. in these cases, no representing verbs are used. these cases could be included in the category of indirect discourse. b. free indirect discourse (unsignaled form of discourse representation) in free indirect discourse, there are no quotation marks. there is a mixing of representing discourse and represented discourse. there is no clear demarcation between the representing discourse and the represented discourse. thus, discourse representation is double-voiced. this mode covers a broad range of discourse representation. toolan (1988) suggests that free indirect discourse has the following characteristics:  the third-person pronoun is used in presented discourse.  modality markers (must, had to, could, would, might) are frequently used for presented discourse to express stance about probability and obligation. interpretation is given to presented discourse.  this form has a summarizing effect, and the reader doesn't have direct access to the original utterances of represented discourse. in addition, there are similarities between free indirect discourse and free direct discourse as follows:  there is a case in which no setting is presented. thus, it is not clear whose voice is represented. 114 | english franca, vol. 3, no. 2, 2019  in presented discourse, there is syntactic inversion in question format. the subject and the verb are inverted. also, presented discourse is in a colloquial style.  this form functions as highlighting represented discourse and presenting it to the reader. narrative speech act (unsignaled form of discourse representation) short et al. (1996) have developed this category of discourse representation. the function of this form is similar to that of free indirect discourse. there is a mixing of representing discourse and represented discourse. there is no separate reported clause. this form shows that the speech act is performed by a character in a newspaper report. the speech act value of the original utterance is presented by the reporter. then, presented discourse is most controlled by the reporter. the reader doesn't have access to what the character actually said. also, this form has a clear summarizing effect. resea rch met hodology design of the study this study applied descriptive qualitative design which used the contrastive analysis that aimed to know what are the differences and similarities of discourse representation in indonesia newspaper and english newspaper reports. source of the data the sources of the data are indonesia newspaper and english newspaper reports. kompas is as the representative of indonesia newspaper and jakarta post is as the representative of english newspaper. procedure of data collection collected the newspaper from kompas (indonesia newspaper) and jakarta post (english newspaper). decided and read the parts of discourse representation as an object of the study.  underlinedthe discourse representation in both newspapers.  identified the representing verbs and modes of discourse representation. technique of data analysis the gathered data were qualitatively by following the steps: syafryadin: contrastive analysis of discourse representation |115  doing classification of the data based on representing verbs and discourse representation.  making description and generalization of every data in terms of representing verbs and discourse representation.  finding out similarities and difference among the newspapers in terms of discourse representation findings representing verbs in indonesian newspaper report (kompas) and english newspaper (jakarta post). (1) representing verbs in indonesian newspaper report (a) use of representing verbs in direct discourse tabel 1. representing verbs in direct discourse reporting verbs total speech act verbs total mental verb total papar 5 tambah 2 percaya 1 ujar 72 cerita 1 ucap 2 terang 1 kata 96 katanya 30 tulis 3 jawabnya 2 tuturnya 10 lanjutnya 3 total 173 4 1 based on the table 1, it can be seen that in direct discourse, it is dominated by reporting verbs. it showed that the writer or reporter of indonesia newspaper report wants to show the news is directly gotten from news source. furthermore, there are also mental verb and speech act verb. however, the mental verb is the most minorities in this newspaper. the total of reporting verbs is 173, speech verb is 4 and mental verb is 1. in reporting verbs, it is dominated by “kata”. (b) use of representing verbs in indirect discourse tabel 2. representing verbs indirect discourse 116 | english franca, vol. 3, no. 2, 2019 reporting verbs total speech act verbs total mental verb total mengatakan 78 berkomitmen 1 meyakini 5 menjelaskan 7 menuntut 1 mengapresi asi 1 menyampai kan 6 berpendapat 6 mengagumi 1 mengusulkan 1 membenarkan 1 menuturkan 9 mengampanye kan 1 mengajukan 2 menegaskan 4 mengungkap kan 12 menambahkan 7 menyatakan 6 menuding 2 mengemuka kan 1 berharap 1 mengumum kan 1 menetapkan 3 menkonfirmasi 1 mendesak 1 mengakui 5 menilai 3 meminta 2 total 127 39 7 based on the table 2, it can be seen that in indirect discourse, it is dominated by reporting verbs. it showed that the writer or reporter of indonesia newspaper report wants to show the news is directly gotten from news source. the total of reporting verbs is 127, speech verb is 39 and mental verb is 7. however, speech verb is more dominant than mental verb. in reporting verbs, it is dominated by reporting verb of “mengatakan”, while in speech verb, it is dominated by “berpendapat” and mental verb is “meyakini”. (2) representing verbs in english newspapernewspaper report (a) use of representing verbs in direct discourse tabel 3. representing verbs in direct discourse reporting verbs total speech act total mental verb total manner of total syafryadin: contrastive analysis of discourse representation |117 verbs speakin g said 183 joked 2 thanked 2 told 15 saying 1 continues 3 stated 2 says 15 total 219 2 0 2 based on the table 3, it can be seen that in direct discourse, it is dominated by reporting verbs. it showed that the writer or reporter of indonesia newspaper report wants to show the news is directly gotten from news source. furthermore, there are also manner of speaking verb and speech act verb. however, the mental verb does not exist in this newspaper. the total of reporting verbs is 219, speech verb is 2 and manner of speaking verb is 2. in reporting verbs, it is dominated by “said”. (b) use of representing verbs in indirect discourse tabel 4. representing verbs in indirect discourse reporting verbs total speech act verbs total mental verb total said 121 dismissed 1 expressed 3 told 10 voiced 1 knew 1 added 12 denied 2 believe 3 command 1 assured 2 shared 2 claimed 3 adding 10 stressed 3 revealed 1 stated 2 reported 3 issued 1 announced 4 admitted 1 pointed out 3 hinted 1 explained 3 showed 2 declared 1 insists 1 noted 5 suggested 2 says 10 maintained 2 expected 1 anticipated 1 118 | english franca, vol. 3, no. 2, 2019 concluded 1 argued 1 planned 1 agreed 1 warned 1 reminisced 1 insists 1 total 186 33 7 based on the table 4, it can be seen that in indirect discourse, it is dominated also by reporting verbs. it showed that the writer or reporter of indonesia newspaper report wants to show the news is indirectly gotten from news source. the total of reporting verbs is 186, speech verb is 32 and mental verb is 7. however, speech verb is more dominant than mental verb. in reporting verbs, it is dominated by reporting verb of “said”. related to the table, it can be seen that the newspaper consists of several kinds of reporting verb, speech act verbs and mental verbs, but the kinds of speech act verbs are more varieties than reporting verbs. even though, the total number of reporting verbs is more dominant than speech act verbs. forms of disco urse repr ese ntatio n in indo nes ian newspape r r eport (kompas) and engl ish newspa per (jakarta po st). (1) forms of discourse representation in indonesian newspaper (kompas) (a) “komandan korem sudah turun kelapangan. polisi militer menjaga kesatrian yonif sehingga tak ada yang meninggalkan tempat. sebaliknya, provos polri juga menjaga markas brimob.” kata fuad rasya. (direct discourse in the body) the sentence above is categorized as direct discourse because the sentence consists of three clauses and there are reporting clause and reported clause. the quotation marks are also retained in the sentence. the sentence uses neuter reporting verb “said” to indicate the speaker wants to say. (b) mereka meyakini berawal dari generasi muda, persatuan indonesia masih punya harapan. (indirect discourse) syafryadin: contrastive analysis of discourse representation |119 the sentence above is indirect discourse because there is no quotation mark. however, the sentence contains unclear voice because the reader is difficult to find out who are “they”. therefore, the objectivity is not quite represented in the sentence. furthermore, there is a mental verb namely “meyakini” that has function to convince the reader about what they want to believe. (2) forms of discourse representation in english newspaper (jakarta post) (a) “the soldier are firing at us. we are surrounded,” said soerya. (direct discourse in the body) the sentence above is called as direct discourse because there are reporting and reported clause. quotation marks are retained. the voice is very clear in the sentence. thus, the objectivity of the represented discourse is maintained. in this case, the reporter represents discourse from the direct news source. also, the neutral reporting verb “said” is used. as a result, more objectivity and independence are given to the represented discourse. (b) “it is not something we like to see ….. we call on occupiers to stick form to peaceful and non-violent principles and be responsible participant of umbrella movement,” said 21-year-old lester shum of the hongking federation of students. (direct discourse in the body) the sentence above is also categorized as direct discourse although there is a part that has been omitted in the sentence. it is because the sentence still has clear reporting and reported clause. then, the writer also still uses neuter reporting verb namely “said”. the information is directly gotten from direct news source. (c) “it will also enable further cooperation in a wide range of areas, such as infrastructure, food security and sustainable forestry management.” (free direct discourse in the body) this is a case in which the reporting clause doesn't exist, and where quotation marks are thus retained. it is not clear whose voice is represented although it can be inferred from the context of the text. this form of free direct discourse is used to highlight the mental and emotional aspects of a person in a news story and bring his or her past experience to the present in a style of monologue. 120 | english franca, vol. 3, no. 2, 2019 (d) a microbiologist claimed on wednesday during his testimony at the south jakrta district court that there was no indication of herpes in any of the medical examination results of a six-year-old-boy who was allegedly abused at the jakarta international school earlier this year. (indirect discourse in the body) the sentence above is indirect discourse because there is no quotation mark. reporting clause and reported clause still exist in the sentence. in this case, the voice is also clear. then, there is “claimed” as speech act verb which gives illocutionary force to represented discourse by the reporter. thus, the reader's interpretation of the represented discourse is controlled by the reporter. however, each of these speech act verbs has a different kind of illocutionary force. (e) indonesia: following the fourth round of evacuations of indonesian national from a chaotic yemen in a month, the foreign ministry insists that it has no plans to close the indonesian embassy in sana’a or relocate their yemeni operations to another country. (indirect discourse in the headline) the sentence above is also categorized as indirect discourse even though it is not canonical forms of indirect discourse. the sentence has also speech act verb “insists” which has illocutionary force that will be given to the represented discourse. total numbe rs of dire ct discour se and ind irect d iscour se in kompa s and jakart a post table 5. total numbers of direct discourse and indirect discourse in kompas and jakarta post kompas total jakarta post total direct discourse 263 direct discourse 235 indirect discourse 286 indirect discourse 277 free indirect discourse 53 indirect discourse in headline 11(64) total 594 576 syafryadin: contrastive analysis of discourse representation |121 cont rastiv e a nalys is of form s and ove rall use of disc our se repre se ntation in indonesian newspaper (kompas) and english newspaper (jakarta post) have similarities and differences. the first, the similarity of indonesian newspaper and english newspaper frequently used form of indirect discourse because the forms or structures of language between indonesia and english are similar namely subject, predicate, object, and complement. besides, this form of discourse consists of the reporting clause and the reported clause. no quotation marks are used. it is clear whose voice is represented. the represented discourse could be a verbatim report of the original utterance. however, the original utterance of the represented discourse is generally summarized or paraphrased. thus, the reader doesn't have direct access to the represented discourse. furthermore, the use of reporting verbs are also frequently used in indonesia newspaper and english newspaper rather than speech verbs because the reporter gives a neutral evaluation of represented discourse. the represented discourse is not controlled by the reporter. it is presented to the reader objectively. the second, the differences of indonesian newspaper and english newspaper can be seen from representing verbs and modes of discourse representation. in terms of representing verbs, even though those representing verbs are dominated by reporting verbs, but in indonesia, several reporting verbs have the same translation into english for example, ujar, ucap, kata can be “say or said”. besides, the speech act verbs in english newspaper is more dominant that in indonesia newspaper. the speech act verbs are used to give illocutionary force to the represented discourse. in term of modes of discourse representation, in indonesia newspaper was only found direct discourse and indirect discourse, while in english newspaper, modes of direct and indirect discourse are more varieties namely direct, indirect, free direct discourse, indirect discourse in headline and etc. di scu ssion indonesian newspaper (kompas) and english newspaper (jakarta post) are almost similar in terms of discourse representation because indonesian language and english have the same structures. however, the differences can appear at looking the representing verbs and forms of discourse representation. all in all, indirect discourse has the largest portion in this issue that happens to those newspapers. the speech act verbs, mental verbs and manner of speaking exist in the 122 | english franca, vol. 3, no. 2, 2019 newspaper. even though the portion or the numbers of speech act verbs are less than indirect discourse, but the speech act verbs are more varieties than reporting verbs. according to fairclough (1992), illocutionary force is given to represented discourse by the reporter and discourse representation is not only related to the whole text, but also for social practices. in other words, how can the discourse representation be applied in daily life or daily activity either academic or non academic. then, the use of discourse representation in newspapers is one of the implementation of the theory of discourse representation itself. in addition, fairclough (1992) discourse representation consists of representing verbs and modes of discourse representation. representing verbs include reporting verbs, mental verb, manner of speaking verb and speech act verb. modes of discourse representation involve direct discourse representation (direct discourse, direct discourse (slip), and free direct discourse) and indirect discourse representation (indirect discourse and free indirect discourse). related to these parts from discourse representation, indonesian newspaper (kompas) only had direct and indirect discourse and some representing verbs, but english newspaper (jakarta post) has direct and indirect also with some additional parts like free direct discourse and indirect discourse in the headline. english newspaper also had several representing verbs like reporting verbs, mental verbs, manner of speaking verbs, and speech act verbs. in brief, in terms of discourse representation, english newspaper is more complete than indonesian newspaper. conclu sion based on the findings of this study, it can be concluded that the indonesian newspaper and english newspaper are more dominated by indirect discourse. besides, those newspapers also comprised several representing verbs, such as reporting verbs, mental verbs, manner of speaking verb and speech act verb. however, those newspapers have also differences in terms of modes of discourse representation because in indonesian newspaper only had direct and indirect discourse, while in english newspaper could be more complete like free direct discourse and indirect discourse in the headline. therefore, english newspaper (jakarta post) provided various modes of discourse representation than indonesian newspaper (kompas). based on this study, it can be recommended for further research to develop the object of the newspapers. besides, it can be also focused on other points in discourse representation. syafryadin: contrastive analysis of discourse representation |123 referen ce s asrianti. 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(2015). analysis of contrastive discourse markers implementation in esp books of coumputer science developed by non-native (iranian) and native (british) authors. journal of applied linguistics and language research. vol. 2 (6). pp. 128-144. https://www.researchgate.net/publication/305387252 124 | english franca, vol. 3, no. 2, 2019 rafatbaksh, e and jafari, s. (2015). “contrastive analysis of discourse representation in persian and english online newspapers: reports on iran’s nuclear program”. international journal of english and education. vol. 4 (3). pp. 8191. short, m., semino, e., and culpeper, j. (1996). using a corpus for stylistics research: speech and thought representation. in j. thomas and m. short (eds.), using corpora forlanguage research, (pp. 110-31). new york: longman. thomason, r. (1974). selected papers of richard montague. yale university press, new haven, ct. toolan, m. (1988). narrative: critical linguistic introduction. uk: routledge. van eijck, j., & kamp, h. (1997). representing discourse in context. in van bethem, j., &termeulen, a. (eds.), handbook of logic and language, pp. 179{237. elsevier science b.v., new york. englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: http://dx.doi.org/10.29240/ef.v5i1.2065, page 79-94 the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach lastika ary prihandoko universitas musamus prihandoko@unmus.ac.id abstract the covid-19 crisis has forced the learning system in indonesia from face-to-face learning to online learning. this rapid transformation presents various challenges, especially for universities in remote areas such as papua. this study aims to explore the factors that can influence the students' learning experience. the research approach used is quantitative with an analysis model of pls-sem. the data were obtained using a simple random sampling technique from four universities in merauke, with 207 respondents. four hypotheses were accepted, and one hypothesis was rejected in this research. online information literacy experience and online learning facility perspective were affecting online learning experience significantly. meanwhile, the online learning facility perspective significantly affecting online information literacy experience and online learning achievement motivation. however, online learning achievement motivation has a positive correlation but does not contribute significantly to an online learning experience. this research implies that higher education institutions can focus on factors that significantly contribute to the student's learning experience to provide a positive experience and increase online learning effectiveness, especially during the covid-19 crisis. keywords: learning experience, online learning, pls-sem, covid-19 mailto:prihandoko@unmus.ac.id 80 |english franca, vol. 5, no. 1, 2021 introduction the covid-19 pandemic vividly has a tremendous impact on almost all global sectors, primarily economic, social, and education. in october 2020, indonesia covid-19 cases had been massively increased, positioning the highest southeast asia cases. hence, since its initial spread in february, the indonesian government has taken some policies to cut the spread of this virus by enacting social restrictions, physical restrictions, self-isolation, and large-scale social restrictions as the response to this pandemic. furthermore, some cities took local lockdown policy affecting the closure of many public places such as stores, mosques, offices, public facilities, even schools, and universities. besides causing the global health crisis, initiating a global economic decline (alon et al., 2020), and affecting the united nations sustainable development goal targets to end poverty by 2030 (sumner et al., 2020), the covid-19 pandemic has also resulted in a significant change in the education sector. for more than six months, schools and universities in almost all regions in indonesia are closed. unfortunately, this policy brings massive change in the educational system by shifting face-to-face learning to online learning. in response to the covid-19 pandemic, as the easternmost province in indonesia, papua had also taken a local lockdown causing the prohibition of sea and air transportation, restrictions on economic activities, closing public places, and no exception, the closures of universities. this policy then causes the shifting of the traditional faceto-face learning method to online learning along with all the challenges. since papua is known as one of indonesia's remote areas, some problems arise due to online learning implementation. both students and lecturers face those problems. for the lecturer, limited infrastructure to technical support and the ability to use online learning tools become the main problem (bao, 2020). the students have some issues related to a technical problems, lack of motivation, lack of learning support in their home environment, and lack of discipline to participate in online learning (demuyakor, 2020). the conditions mentioned above reflect that one of the main problems the students face and the lecturer in this new digital learning era is digital inequalities. the preliminary study in a university in merauke papua shows that many students lack digital literacy skills. lastika ary prihandoko: the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach│81 furthermore, inadequate support of internet connection in their homes also becomes a crucial problem that affects their online learning experience. many previous studies have also discussed digital inequalities showing that the rural area's students who have poor ict access have different educational experiences than those in the urban area significantly (lembani et al., 2020; oyedemi & mogano, 2018). therefore, both students and lecturers need to face this digital era by effectively enacting online learning. theoretical framework most authors define online learning as the access to the learning experience by using technology integration (moore et al., 2011). it is known as the improved version of distance learning (benson, 2002). the shifting of traditional teaching to this online learning undoubtedly brings significant changes to the students' learning experience. learning experience refers to the student's interaction in the teachinglearning environment (ning & downing, 2011). however, entwistle and tait (1990) defined learning experience as the student's perception of the teaching and learning the environment that influenced their study behavior, rather than the virtual environment in an objective sense. the use of online learning during this pandemic era aligns with 21st-century learning that demands the students to be more independent learners. simultaneously, the teachers' role is more as a learning facilitator than a knowledge transmitter (muhtia et al., 2018). this online learning also allows students to access the learning materials freely, have discussions, collect assignments, and get direct assessments. electronic material transmission is advantageous in remote education since it saves time and money. online communication allows students to access the content taxi from wherever they are and at a lower cost (apriani & hidayah, 2019). however, online learning may reduce the interpersonal interactions between the educators and the students, which is argued by some previous studies to impact negatively (xiao, 2017). furthermore, the absence of personal interaction also affects learners' achievement and attitudes in learning activities (schmid et al., 2009). besides, the online learning model also has an impact on limited emotional contact and collaboration during the learning process (markova et al., 2017). 82 |english franca, vol. 5, no. 1, 2021 therefore, besides considering the positive effect of online learning, the institution, in this case, the university's stakeholder, must be prepared to solve some problems that can arise from applying the online learning model, especially during the pandemic era. further, these problems can be identified by investigating the interplay between factors that affect students' online learning experience. many previous studies have scrutinized the factors influencing students' online learning experience. bolliger and wasilik (2009) show that student-related, instructor-related, and institution-related factors influence the online learning environment. peltier et al. (2007) investigated the causal model of six influential factors of perceived quality of the online learning experience subsuming course content, student-student interaction, instructor-student interaction, course structure, mentoring. the application of the flipped classroom learning model also stimulates active learning to provide a better learning experience for students (rathner & schier, 2020). the application of elearning during the covid-19 crisis gives extra challenges for new students at medical universities (chola et al., 2020). moreover, muir et al. (2019) examine online learning engagement as the influential factor of students' online learning experience. these previous studies have given valuable insight concerning influential factors of online learning experience viewed from students, instructors, and institutions. however, to the best of our knowledge, no or less study focused on investigating the interplay between factors that affect students' online learning experience, especially in this pandemic era where everyone has to get ready to face the massive educational system change. this current study investigated the interplay between the potential factors that affect students' online learning experience. there are three factors examined: online information literacy experience, online learning facility perspective, online learning achievement, and motivation. there are five proposed hypotheses from this study as follows: 1. h1: online information literacy experience > online learning experience 2. h2: online learning achievement motivation > online learning experience 3. h3: online learning facility perspective > online information literacy experience lastika ary prihandoko: the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach│83 4. h4: online learning facility perspective > online learning achievement motivation 5. h5: online learning facility perspective > online learning experience online information literacy, which has been popular for the last two decades, allows the students to learn independently at their own pace to access the online materials anytime and anywhere (stiwinter, 2013). online learning communication is classified into two types: synchronous and asynchronous. first, synchronous communication requires all learners to be online at the same time. second, asynchronous communication can occur in any sort of interaction at any time and from any location (apriani & hidayah, 2019). furthermore, it is considered helpful as face-to-face instruction in learning outcomes and user preferences (webb et al., 2017). those main advantages of online information literacy are then expected to correlate to the online learning experience significantly. online learning facilities such as learning media, learning tools, and internet access are also hypothesized to connect with students' online learning experience. furthermore, it is expected to contribute to learning achievement and motivation (pambudi et al., 2018) positively. the last factor, online learning achievement, and motivation are predicted to contribute to students ' online learning experience significantly. these hypotheses were examined in this current study by using a quantitative approach with pls-sem analysis to reveal the influential factors of students' online learning experience. this study is critical because it provides valuable insight into the lecturers and institutions regarding the interplay between factors that affect students' online learning experience. these influential factors will help maximize online learning during the pandemic to achieve the learning objectives effectively. research methodology this research is a quantitative study that has an outcome to explore the factors that affect students' online learning experience, especially during the covid-19 pandemic. respondents involved in the research came from four universities located in merauke, papua. the respondents' demographic information is displayed in table 1. 84 |english franca, vol. 5, no. 1, 2021 table 1. respondents demographic information n % gender male 102 49.27 female 105 50.73 ethnicity non-papua 169 81.64 papua 38 18.36 simple random sampling is applied to obtain data using googleform. the instrument was adapted from previous research on learning experiences (anwar & wardhono, 2019). the questionnaire consisted of 18 questions with a 5 point likert scale (strongly disagree (1)strongly agree (5)). the questionnaire was written in indonesian to make it easier for respondents to fill out the questionnaire. before being distributed to respondents, pilot testing was carried out on the questionnaire, and a validity test was operated. the validity test was carried out by two experts from education management and one expert from the indonesian language. using spss 23, the reliability test showed that the cronbach alpha number was 0.832 and the r-value obtained was 0.71-0.81 (r table: 0.138). the instrument has an adequate level of reliability with valid question items. furthermore, the online questionnaire link was distributed via students' whatsapp groups and social media. the response was collected within two weeks in september 2020. respondents who participated in filling out the online questionnaire totaled 207 people. the data obtained from google form was then analyzed using the smartpls 3.2 application to perform partial least squares structural equation modeling (pls-sem) analysis (sarstedt et al., 2017). the initial step of the initial analysis carried out was the measurement model specification. then proceed with the second step in the form of an outer model evaluation. then, the last step taken is the inner model evaluation. these three steps are taken to ensure that the data is following the prerequisite tests so that a valid conclusion can be drawn. lastika ary prihandoko: the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach│85 findings & discussion findings the first phase of the pls-sem approach is the specification model, which is shown in figure 1. figure 1. confirmatory factor analysis algorithm the exogenous model consists of the online learning facility perspective (olfp). the exogenous models that also operate as an endogenous model are the online information literacy experience (oile) and the online learning achievement motivation (olam). the construct of the online learning experience (ole) becomes an endogenous model. the specification model has been described with four inner models and 16 outer models. the model is categorized as a reflective model. the second phase is the outer model evaluation. this analysis step is used to assess the model to evaluate the relationship between variables and their indicators. the first step in the outer model evaluation is to assess the composite reliability, which assesses the 86 |english franca, vol. 5, no. 1, 2021 internal consistency reliability and indicator reliability. when assessing internal consistency reliability, the recommended value ranges from .70 to .90 (hair et al., 2019). the composite reliability value from the analysis results in table 2 is at a value of 0.767 to 0.849, which is categorized as reliability satisfactory. furthermore, the analysis is carried out to determine the indicator of reliability. hair jr et al. (2014) suggest that the indicator's value should be > .708. two indicators were dropped in figure 1 olam-5 and oile-2 because they have a value <7.08. table 2. composite reliability and ave composite reliability average variance extracted (ave) online information literacy experience 0.769 0.838 online learning achievement motivation 0.835 0.783 online learning experience 0.767 0.831 online learning facility perspective 0.849 0.756 the next step for conducting an outer model evaluation is to assess convergent validity and discriminant validity. the value of the average variance extracted (ave) should be higher than .050. based on table 2, the ave values obtained ranged from 0.756 to 0.838. thus, convergent validity is established. on the other hand, to assess discriminant validity, the parameter used is to assess the heterotraitmonotrait ratio (htmt) number to ensure each construct is different from other constructs. the recommended number is <.85. based on the value obtained in the data analysis in table 3, there is no value higher than .85, which means discriminant validity is established. table 3. heterotrait-monotrait ratio (htmt) oile olam ole olfp oile lastika ary prihandoko: the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach│87 olam 0.711 ole 0.695 0.679 olfp 0.714 0.668 0.444 the third phase is the inner model evaluation. this phase is used to assess the structural model that reflects the relationship between variables and test the hypothesis in the inner model. researchers carry out a collinearity test to obtain a variance inflation factor (vif) value. this process was carried out to ensure that no predictive problems arise due to high collinearity. the recommended vif is <3. in table 4, the vif values obtained are in the range of 1,000 to 1,542. there is no collinearity issue, so the inner model evaluation analysis phase can be continued. table 4. collinearity statistic (vif) oile olam ole olfp oile 1.146 olam 1.502 ole olfp 1 1 1.542 the first step in inner model evaluation is assessing coefficient determination. this step is used to assess the model's predictive accuracy. the value of r2 varied from 0 to 1 that categorized into three categories .75, .50, .25 (great, moderate, substantial) (hair jr et al., 2014). the predictive accuracy value in table 5 indicates that online information literacy experience and online learning experience has moderate predictive accuracy. meanwhile, the predictive accuracy value of online learning achievement motivation has great predictive accuracy. table 5. r-square (r2) value r square online information literacy experience 0.519 online learning achievement 0.866 88 |english franca, vol. 5, no. 1, 2021 motivation online learning experience 0.722 in addition, an assessment of cross-validated redundancy is carried out. the outcome of this assessment is to assess the inner model predictive relevance by calculating the q2 value. q2 value should be more than zero, which is categorized into small (0.), medium (0.25), and substantial (0.50) (hair jr et al., 2014). based on table 6, the values are implied that the predictive relevance model (q2) has a substantial value (> 0.50). table 6. predictive relevance (q2) sso sse q² (=1sse/sso) online information literacy experience 712 264.552 0.511 online learning achievement motivation 720 269.525 0.563 online learning experience 702 266.320 0.532 online learning facility perspective 710 267.567 the third step in the inner model evaluation is the path coefficients assessment. this stage is undergone to examine the formulated hypothesis. standardized path coefficient value ranges from -1 (strong negative relationship) to +1 (strong positive relationship) (hair jr et al., 2014). researchers determine standard error before deciding its significance (helm et al., 2010). based on table 7, the obtained standard error value is > .1, which means the model has 5% standard errors. the significance value of standard error 5% is used t-statistics of 1.96 (wong, 2013). t-statistic value > 1.96 indicates that the model has a strong positive relationship. table 7. structural model assessment original sample sample mean standard deviation t statistics (|o/stdev|) p values lastika ary prihandoko: the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach│89 (o) (m) (stdev) oile -> ole 0.427 0.241 0.361 1.181 0.238 olam -> ole -0.006 0.061 0.385 0.016 0.988 olfp -> oile 0.345 0.351 0.095 3.649 0 olfp -> olam 0.931 0.909 0.033 28.084 0 olfp -> ole 0.26 0.077 0.371 0.702 0.483 table 7 indicates (h2) is not supported due to the t-value is below 1.96. the (h1), (h3), (h4), (h5) have a t-value of more than 1.96, which means the four hypotheses were supported. in summary, the online learning facility perspective was significantly correlated with online information literacy experience, online learning achievement motivation, and online learning experience. meanwhile, online information literacy experience was significantly correlated with the online learning experience. the relevance of significant relationship f2 is evaluated after the researcher verifying the significance of the relationship. the value of .02, .15, and .35 indicate small, medium, and significant effects. table 8 indicates that the online learning facility perspective has a significant effect on online learning achievement motivation. meanwhile, the online learning facility perspective has a negligible effect on online information literacy experience and online learning experience. meanwhile, online information literacy experience has a medium effect on the online learning experience. due to the h2 is rejected, online learning achievement motivation does not affect the online learning experience. table 8. the effect size oile olam ole oile 0.234 olam 0 ole olfp 0.135 6.469 0.013 90 |english franca, vol. 5, no. 1, 2021 discussion this study is used to determine the factors that are related to the online learning experience. several factors are significantly related to the online learning experience. the first related factor is the online information literacy experience. the t-value results show that oile contributes significantly to ole. student activities in using information literacy skills, which consist of finding, evaluating, processing, and distributing information online, also play a role in shaping the online learning experience. online information literacy experience is the basis for equipping students to be confident and know several important abilities (freeman & lynd-balta, 2010). furthermore, olam does not have a significant contribution to ole. students' perceptions regarding learning achievement and motivation did not correlate with students' experiences in learning online. competition to get good grades between students, challenges, and student motivation in online classes does not contribute significantly to the online learning experience. students' characteristics, especially those in rural areas, are thought to cause olam not contributing significantly to ole. in previous research findings, learning achievement and motivation are considered dependent factors that can influence several factors. however, there is a positive indication of online learning's effectiveness on learning achievement and motivation for vocational students (hoerunnisa et al., 2019). also, gamification has been shown to positively correlate with learning achievement and motivation (boudadi & gutiérrez-colón, 2020). the subsequent finding of this study is that olfp is significantly correlated with oile and olam. information literacy skills, which consist of searching, evaluating, processing, and disseminating information online, are also significantly affected by the online learning facility. learning facilities in learning media also contribute to students' level of information and media literacy (elmunsvah et al., 2018). furthermore, the online learning facility perspective also contributes positively to online learning achievement and motivation. students think that assistance in learning facilities and the internet can contribute positively to motivation and learning achievement. learning facilities such as learning media have been proven to positively impact learning achievement and motivation, especially those using technology or online form (pambudi et al., 2018). lastika ary prihandoko: the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach│91 the final finding of this study is that olfp significantly contributes to ole. the t-value result shows that olfp is significantly correlated with ole. students believe that online learning facilities' availability in laptop/smartphone devices and internet services also contributes to the online learning experience. previous research findings have suggested that infrastructure is essential in implementing online classes (nwankwo, 2018). another factor in the form of ability by educators, students, and parents also contributes to providing online learning facilities (lestari & gunawan, 2020). the research conducted has new implications for the factors that influence the students' online learning experience. by paying attention to several factors that positively contribute significantly to ole, higher education institutions or teaching staff can make policies to focus on factors that can increase student satisfaction in online learning. this study's findings are expected to provide new insights and be the basis for determining online learning policies, especially during the pandemic or post-covid-19 pandemic. conclusion this study aims to determine the factors that contribute to the students' learning experience. there are four hypotheses accepted from this research, namely h1 (online information literacy experience> online learning experience), h3 (online learning facility perspective> online information literacy experience), h4 (online learning facility perspective> online learning achievement motivation), and h5 (online learning facility perspective> online learning experience). h2 (online learning achievement motivation> online learning experience) has a positive correlation but does not contribute significantly. this research implies that universities can focus on factors that contribute significantly to the online learning experience. with the focus on improving these factors, it is hoped that students' online learning experience will be more satisfying, especially during the covid-19 crisis. references alon, t. m., doepke, m., olmstead-rumsey, j., & tertilt, m. 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(2017). learner-content interaction in distance education: the weakest link in interaction research. distance education, 38(1), 123-135. english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.4774 off-record politeness strategies used by the efl teachers for blended classroom nur aeni universitas negeri makassar nur_aeni@unm.ac.id muthmainnah universitas al asyariah mandar muthmainnah@gmail.com john evar strid northern illinois university, usa jstrid@niu.edu eka apriani institut agama islam negeri (iain) curup eka.apriani@iaincurup.ac.id abstract the purpose of this study was to determine the politeness strategies used by teachers when teaching english in coeducational classrooms and the impact of these strategies on students. we focused on analyzing teachers' verbal perceptions of off-record politeness and explained the implications of politeness as found in two english lesson recordings. researchers employed targeted selection and informative qualitative studies to obtain data. data were collected through interviews and observations. researchers transcribed the conversation and applied the theory of brown and levinson to analyze it. the subjects of this study were high school english teachers in south sulawesi. researchers observed classrooms by recording teacher activity and analyzing it using the theory of etiquette techniques by brown and levinson. consequently, the effects on students in learning are motivation, student attitudes (emotional), respect for teachers, self-confidence, activity, participation in the teaching and learning process, and integrity. keywords: off record politeness, tefl, blended classroom mailto:nur_aeni@unm.ac.id mailto:muthmainnah@gmail.com mailto:jstrid@niu.edu mailto:eka.apriani@iaincurup.ac.id 342 | english franca, vol. 6, no. 2, 2022 introduction to generate productive classroom interactions, both students and educators rely on communication. teachers and students use language to communicate in both verbal and nonverbal forms. therefore, they must employ effective communication strategies to articulate their thoughts. many studies have demonstrated that both students and educators need to use effective communication techniques in the classroom (moazen, kafipour, & soori, 2016) teachers do things to others there are several methods you can use if you want to ask the first way is to say something, and the other way is to make a facial expression without saying anything. these two types of communication are known as the basis of communication strategies. specifically, salman & beti (2020), as it is also perceived as a polite strategy. both strategies are a result of people's tendency to fearlessly maintain their self-image. the first strategy is the most common and obvious. by saying something, people can easily express or express what they want to say. on the other hand, by saying nothing, people tend to use or apply certain gestures without even saying a word. in addition to the former strategy, people can formulate or express some intended utterances directly related to what they want to say. this scheme is known as an "on-record" strategy. when people say things that don't seem directly related to what they want to say, it means they are using covert strategies. i tend to use this strategy. the most popular method or approach in english teaching methodology in recent years is called the 'communicative approach. as the name of this approach suggests, it emphasizes the learner's ability to communicate and the communication itself. students usually learn languages so that they can communicate. their goal is to be able to express all kinds of verbal acts, including requests and apologies, which are essential to the subject of politeness. politeness is part of communication and therefore plays an important role in the languagelearning process and in teaching english as a second language. liyanage, i., walker, t., bartlett, b., and guo, x. (2015) report the failure of coursebooks to address taboo language, as well as the effects of sociolinguistic and cultural knowledge. we have discovered that there are other barriers to development. in classes, with english teachers, i also found myself having to deal with my insecurities about how to do it. since instructors are typically in charge of instructing l2, they must comprehend the meaning of what is being taught, even though textbooks and teacher materials for english reflect modern linguistic breakthroughs. nur aeni, et. al: off-record politeness strategies used by the efl teachers for blended classroom 343 in some situations, it is important to use the words "please" and "thank you" as forms of politeness, but according to fabio (2012), some countries do not have a universal model of politeness. so politeness does not depend solely on these words. he goes so far as to say that it is quite common for tourists to view the locals in foreign countries as being rude or impolite. as a result, he advises readers to be alert and cautious when meeting new people because there is no single definition of politeness, and if they ignore this fact, they risk drawing inaccurate conclusions. even if it's a little stupid, individuals frequently anticipate speaking to each other in a somewhat oblique manner. therefore, when communicating, people need a strategy of politeness to get a good response from the listener. he states that it means to speak, to understand the social values of society, and to understand aspects of form. politeness strategies are an important factor in teaching language or communication because there are individual differences that teachers need to consider when teaching. for individual differences in students, teachers should control and select the best phrases or instructions in the classroom to avoid misunderstandings and misunderstandings among students. therefore, the strategy should prioritize the communication of ideas and focus on the audience and the context in which the communication takes place. some scientists in indonesia are interested in the study of civility in classroom interactions. one such as mojo. (2021) research on politeness focused solely on learner demands as a way to express politeness but did not specifically examine potential strategies used by students in the classroom. did. the results show that the 10 tondano javanese used positive politeness methods in a language environment where the interlocutor was less than or equal to the speaker and the moderator and language partner were in an intimate relationship. increase. mahmud (2018) also looked at how english students perceived respect. however, the focus wasn't on a particular courtesy strategy— the off-the-record strategy. all previous research has not further investigated off-the-record strategies in mixed classroom interactions. yanti (2017) researched the covert methods used on the renowned american talk show "oprah winfrey show" to describe modesty in the discussion. the findings indicated that the context of the circumstance and violations of conversational rules had an impact on the choice of methods. the results also showed that there were several instances where characteristics involved in dialogue, like intonation, influenced the choice of tactic. additionally, it was found that several statements used multiple strategies. the use of off-the-record politeness 344 | english franca, vol. 6, no. 2, 2022 was studied in this study, but for this discussion, we have focused on a specific tactic: rhetorical inquiries. the purpose of this study was to investigate and analyze the polite language teachers use when teaching english in online and offline classrooms (mixed classrooms) and to recognize and evaluate the formal language that english teachers employ with their students when doing so. was to discuss how language has an impact. it was based on pragmatic research. the scope of the study will be limited to the use of polite expressions used verbally by teachers in english classes in coeducational classrooms. in this part, the researchers focused not only on the english expressions but also on the indonesian language (bahasa indonesia). some researchers have discussed off-record strategies, namely: hutahaean, herman, & girsang (2021) which uncovered 37 politeness in the talk show pesbukers. the politeness techniques used in pesbukers variety shows were then compared to the four etiquette approaches described by brown and levinson (1987). on the record, they were off the record 1, bald 6, positive politeness 26 (70%), and negative politeness 4 (11%). (3 percent). in pesbukers' variety program, positive politeness was the most prevalent type of politeness technique. the majority of pesbukers used positive civility to foster a pleasant atmosphere, forge wonderful relationships, and maintain good touch between speaker and hearer. resulting in a well-run discourse. in addition, terada, okazoe & gratch (2021) revealed that agents who utilized an off-the-record tactic were able to obtain more concessions from their human partners, whereas positive politeness, which does not put the other's face in danger, resulted in more equitable negotiated deals. the human participants were unafraid to take advantage of bots who lacked courtesy in their speech. politeness is one of the tools individuals employ to manage the social rewards and penalties that come with all encounters, and our research shows that agents can benefit from it. estaji & nejad (2021)found that teachers' attitudes and use of politeness methods in oral classroom discourse among iranian english as a foreign language (efl) teachers. 29 efl teachers were chosen, and their classroom talks with their pupils were audio-taped and observed as a result. in addition, ten teachers were interviewed to gain a better understanding of their attitudes toward civility. the findings demonstrated that in most of their contacts with their students, iranian efl teachers used positive politeness tactics to soften their tone and give more credit to their ideas, values, attitudes, and beliefs. these nur aeni, et. al: off-record politeness strategies used by the efl teachers for blended classroom 345 findings may have ramifications for instructors' classroom relationships and careers. those research findings discussed the same topic about offrecord strategy but they did not focus on the efl classroom context. regarding those previous research findings, the researchers intended to conduct the study about off-record strategies used by the teacher in teaching english in the blended classroom theoretical framework the face-threatening behaviors of addressees constitute affronts to the face, which must be remedied according to the politeness principle. the politeness theory, which was first developed in 1978 by penelope brown and stephen levinson, has since broadened academia's understanding of civility. the aim of the speaker to lessen face threats carried by certain face-threatening acts toward another is expressed through politeness (mills, 2003:6). although the purpose of politeness is to make everyone feel at ease and ease with one another, these culturally determined norms occasionally may be used to humiliate a particular party. therefore, being polite involves making an effort to maintain another's dignity. there are a few ways to act politely:1. using hedging and indirectness to convey uncertainty and ambiguity; 2. polite deceit; 3. using euphemisms, which exploit ambiguity and connotation to disguise meaning ( which make use of ambiguity as well connotation). conversely, if they find themselves in a group that is more focused on negative face wants, those who are used to attending to positive face wants and utilizing positive politeness methods may find that they come out as crude or vulgar. the analysis in this study is only applicable to those techniques' off-the-record tactics. it serves as a good example of indirect word use. it's interesting to see what individuals indicate when they want to be polite to someone else. four further ways do not go into detail on how they are structured. this study sought to better understand the teacher's off-the-record tactics in a hybrid classroom. research methodology the researcher used a qualitative descriptive design. this research aimed to find out the kinds of off-record polite expressions used by teachers in teaching english in the classroom and the effects on the students during the teaching and learning process in the classroom. the researcher used the purposive sampling technique in selecting the 346 | english franca, vol. 6, no. 2, 2022 participant in this study. the subject of this research was one english teacher at sman 1 makassar (one of my favorite schools in makassar, south sulawesi). this study was conducted in january-may of 2022. the instrument which was used in this research, as follows; observation and recording. researchers employed observation to gather reliable data by merely following participants' (educators) participation in educational activities. in this study, researchers recorded the teaching-learning process by observing activities outside the classroom and giving an audio recorder to the teacher to perform the teaching-learning process. also, when conducting observations, researchers used an observation checklist as an observation device. in addition, researchers recorded activity with a video recorder to more accurately determine data collection. it was suggested that the researchers focused solely on verbal communication, as well as the lecturer’s speech and expressions. additionally, audio recordings were also obtained from google meet sessions (synchronous learning) to support data from observations. results & discussion in person, the class was conducted at sman 1 makassar, south sulawesi. it is held on the 20th of april 2022. the researchers observed classroom interaction. here is the extract; extract 1 (20th of april, 2022) t: finish? t: assalamualaikum wr.wb. and good morning s1: waalaikumussalam wr. wb. good morning mam in the above extract, before starting the class, the teacher (t) asked the students "finish?" and then followed by the opening utterance "assalamu alaykum warahmatullahi wabarakatuh". when the teacher asked the question, it can be seen that the teacher (t) implied indicated information for the students to get focused because the class would be starting soon, this expression by the teacher contained a question with no intention of obtaining an answer, furthermore, the teacher intention was to attract the students to stop their activities and pay attention to the class which was about to be started. the students didn't answer the question but quickly realized that they were required to leave all the activities due to the opening of the lesson. therefore, depending on the brown and levinson-proposed politeness methods (1987), this question nur aeni, et. al: off-record politeness strategies used by the efl teachers for blended classroom 347 is categorized as a rhetorical question as one strategy of off-record politeness. these findings in line with other findings from mubarak & rhaif (2022), revealed that although american commencement speakers use a variety of these techniques, they primarily focus on pleasant civility to inspire and forge a bond with the graduates. they addressed the question which is not theoretical or the certain answer needed but they used subjective questions. extract 2 (20th of april, 2022) t: mail, memed, alling. alling what happens to your book? it's broken. as we can see in the extract above, the teacher (t) uttered a question “what happened to your book?” subsequently followed by another sentence “it’s like broken”. the teacher (t) genuinely meant to imply that the book was no longer suitable for use as a note when she said, "it's like broken," in the second sentence. the teacher tried to show the student about the breakage and intended to inform the student that it was time to change the book with the new one. based on the theory of brow & levinson, the utterance might imply criticism and it contains a presupposed expression. isabella et al findings . are from 2022, which showed that indirect language helps speakers avoid sounding oppressive, confirming this conclusion. for instance, a speaker who employs the indirect approach can simply remark, "wow, it's getting cold in here," without explicitly requesting that the audience get up and turn up the thermostat. other instances of similar tactics include: include hints "oh no, i forgot to go to the bank today and now i'm short on cash". extract 3 (22nd of april, 2022) t: who wants to answer number two? s3: the destination t: i thought you need to answer from the conversation above we can see that the teacher uttered "who wants to answer number two?" followed by the students' answer "the destination". after the students mentioned "the destination" subsequently followed by another utterance from the teacher (t) "i thought you need to answer". this sentence "i thought you need to answer" implies a warning to the students. the teacher intended to remind the students by using the utterance that it was an obligation for them to finish the homework and to do the exercises. despite saying 348 | english franca, vol. 6, no. 2, 2022 "have you finished your task" the teacher prefers to use the expression as a clue to the students that they are being warned to complete the task. based on the theory by brown & levinson, this utterance might imply an association clue. extract 4 (22nd of april, 2022) t: emmm, my mother? s3: is washing t: my mother? s3: is washing extract 5 (23rd of april 2022) so the answer from my mother is washing the dishes is? t: the dishes are being? s3: washed from the data above we can see that the utterance from the teacher (t) "so the answer from my mother is washing the dishes is?" was subsequently followed by another utterance "the dishes are being?". after the teacher mentioned the sentence, the students gave their answer "washed". practically, something more gets communicated than was said. according to the context, the utterance was intended to ask the students to give their correct answers. the students could get the points and finally respond to the teacher by giving the correct phrase "is washing". moreover, based on the theory of brown & levinson, the teacher applied a hint strategy which is considered one of the strategies in off-record politeness. from the extract above we can see that the teacher (t) said "emmmm, my mother?" with raising intonation and stressing the word "mother". it was followed by the student's" is washing". furthermore, the teacher (t) repeatedly uttered "my mother?" subsequently followed again by the student's" is washing ". the expression "my mother?" used by the teacher (t) indicated the desired action. the teacher produced the utterance with a raising intonation to show she expected the students to continue the word with true lexical and grammatical utterances. the students could get the points and finally respond to the teacher by giving the correct phrase "is washing". moreover, based on the theory of brown & levinson, the teacher applied to give a hint strategy which is considered one of the strategies in off-record politeness. this result was in line with the findings of salman & beti (2020), in their study covered the students tend to respond to the teacher's statement spontaneously while in casual interactions, the nur aeni, et. al: off-record politeness strategies used by the efl teachers for blended classroom 349 students are more polite, while in official interactions with their teacher and the department head, they are less polite and more threatening. in casual interactions, the students are more polite, while in official interactions with their teacher and the department head, they are less polite and more threatening. extract 6 (23rd of april 2022) t: the police officer s4: has t: has s4: caught t: the? s5: the thief from the data above we can see that the utterance from the teacher (t) "the police officer" was subsequently followed by another utterance "has" from the students. subsequently, the teacher continued with the utterance "has?" which was pursued by the students' utterance "caught". soon afterward the teacher (t) uttered "the?" which was followed by the students' answer "the thief". practically, the utterances "the police officer?", "has?", and "the?" according to the context, these utterances were intended to ask the students to give their correct answers. the students could get the points and finally respond to the teacher by giving the correct phrases "has", "caught", and "the thief". moreover, based on the theory of brown & levinson, the teacher applied a hint strategy which is considered one of the strategies in off-record politeness. because the teacher was trying to raise the issue so that the students were trying to give appropriate responses. there were two main findings in this session. initially, it was the outcome of two sessions that included some excerpts from the teacher's usage of off-the-record courteous language when teaching english in the classroom. additionally, the learning exercises were separated into three groups: opening, primary learning, and closing. there were various other off-the-record courteous remarks in this section, including giving hints, giving association clues, presupposing, and giving rhetorical metaphors, which were used by teachers in teaching english in the classroom. in addition, khasanah (2018), salman & beti (2020) indicated that the teacher uses the bald-on-record technique in the classroom to get an immediate response and grab the students' attention. mostly, it is used to give the students orders. by saying exactly what she intends, the teacher will prevent misunderstandings as she uses the bald-on-record 350 | english franca, vol. 6, no. 2, 2022 technique. this tactic is typically used when a teacher offers instructions to students. to get the data from the online session, the researcher joined as the observer and participant in the online class held by the teacher. the class was done via google meet and zoom cloud meeting. the utterances in an online class are as follows: extract 1: greeting (17th of may, 2022) (opening the class) t: assalamu’ alaikum warahmatullahi wabarakatu (god's peace be with you) s5: waalaikumsalam warahmatullahi wabarakatu t: alhamdulillah, i hope you are always in good condition s6: aamiin in part 1, the teacher begins the lesson by saying "assalamu' alaikum wa rahmatullah wabarakatu" (peace be upon you) before explaining the subject, and the students say "wa'alaikumsalam warahmatullahi wabarakatu (peace be upon you)". i answered with the words this type of greeting is an islamic greeting that is always uttered in muslim communities to share blessings with others. for example, while using islamic pleasantries is preferred, other forms of pleasantries are also acceptable. good morning and selamat pagi. the use of islamic utterances is beneficial in addition to a good relationship with god. the use of islamic greetings in this excerpt demonstrates the good behavior of the students and pupils, demonstrating politeness. extract 2 (18th of may, 2022) t: okay, firstly i would like to tell you a little bit about your task. now we come to the new discussion. in extract 2, the teacher started to elicit the students' difficulties regarding the task or assignment. the teacher reviewed the previous lesson before she dealt with a new topic. this activity was conducted to grasp the students' attention and focus on the lesson that the teacher was about to discuss. this extract showed the reflection from the teacher is a crucial part of the teaching and learning process. it leads the students to explore their experience and the obstacles that they faced in the classroom in the end, the teacher will be perceived as friendly and open to friendship as she practices positive politeness. she will also appear bright to students by giving praise, satisfy students' desire to participate actively in class activities by asking them questions, and emphasize that nur aeni, et. al: off-record politeness strategies used by the efl teachers for blended classroom 351 she and the students are in the same situation by including both of them in the activity. discussion the researchers acknowledge the friendliness in the relationship with the listener or listeners and their wish to be respected, according to brown and levinson's (1987) notion. it might be stated that when a teacher speaks to students, the instructor should examine all facets of what he or she is about to say. as a result, the conversation's goal will be clear and understandable to the interlocutor, and it will not contain any force. one of the etiquette methods is to express gratitude to students and teachers. the instructor has the obligation of training the kids' character by utilizing polite terms in all classroom talks. as a result, the researchers, based the method on brown and levinson's (1987) theory, which can be alternate terms that the instructor can employ in everyday classroom dialogue. yule (2002) argues that the teacher's expressions and the form of his or her face can represent the teacher's mood, actions, and feelings. discussing how the teacher employed expressions in the classroom to teach english, which can be seen at every meeting. based on the conditions, the teacher has utilized all of the terms. as the researcher, i observed the teacher's techniques in the first and second meetings, which differed significantly. it's the use of greetings, for example. furthermore, it is considered that using simple polite statements regularly can improve daily interactions and make people feel respected and valued. politeness is frequently implicitly taught to language learners as things they should and should not say and do when conversing in english. the interactive language framework should be linked to greetings so that the instructor can introduce social context and have the pupils explore different types of welcomes in their own culture and environment. aeni noted that the use of greetings in the opening session in the classroom at the start of the meeting must take into account the setting and the background of the students. as a moslem, she used to greet people with "assalamualaikum" (peace be upon you). the usage of greeting language such as "assalamualaikum" is an excellent way to start a conversation. however, in other religious elements, it might be a source of imposition for pupils of different faiths. as a result, she feels that all teachers should be aware of when to utilize greeting expressions such as the moslem greeting when they meet. as a result, students will appreciate the teaching-learning process if the teacher is aware of the classroom setting, such as nondiscrimination in each student. 352 | english franca, vol. 6, no. 2, 2022 fortunately, it can assist teachers in creating a positive environment for each kid in this manner. as a result, students will pay greater attention and participate more actively in all class activities. furthermore, it is a form of indirect advice to students on the subject. there are numerous factors that an educator must consider before teaching a lesson in the classroom. an educator must be cautious when utilizing a variety of languages during the teaching-learning process. as a guide, the teacher's attitude and words will be followed by the students. as a result, the instructor must exhibit a good attitude in both his or her actions and words. the usage of polite language in the teaching-learning process requires the teacher's attention. it can also be seen in two meetings when the teacher employed a variety of language and tactics. the greeting that the teacher used has been examined. conclusion in summary, teachers have the privilege of making students aware of behaviors and speech practices that are disproportionate across cultures. therefore, teachers should know when to use appropriate expressions to channel the personality of their students. this ensures a positive environment for the students. second, the findings show that teachers' use of polite language when teaching in the classroom has several important effects. a good strategy of discreet politeness employed by teachers in this study is avoidance, sarcasm, or joking. the student was able to keep the conversation polite. moreover, in this reality today, traditional (classical) methods of the way that students were treated during our earlier education as students cannot be extended to teaching and communication with students now. therefore, we found some important information about the impact on students. motivation to learn, student attitudes (emotional), respect for teachers, self-confidence, activity, participation in the teaching and learning process, and integrity. references bargiela-chiappini, f. 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(2017). an analysis of off record strategies reflecting politeness implicature in “oprah winfrey show.” jurnal arbitrer, 4(1), 52. https://doi.org/10.25077/ar.4.1.52-57.2017. english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.4902 women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study fitria aprilia universitas bina darma fitria_aprilia@binadarma.ac.id neisya© universitas bina darma neisya@binadarma.ac.id abstract one of the components in music or song which can be used as an access to the image of women is song lyrics. woman image presents mental, spiritual, and daily behavior expression by women in many aspects; physical and psychological as women's self-image, family as well as community traits as part of social images. through language written as song lyrics, a discourse can be expressed according to what the songwriter feels and thinks. the objective of this study is to find out how the image of women which becomes a stereotype is represented in the lyrics of the song "pretty girl" by maggie lindemann. this study was a qualitative study using the critical discourse analysis (cda) approach with norman fairclough's model. the model was used to analyze the feminist discourses contained in the lyrics of the song "pretty girl" by maggie lindemann. the analysis found that the song "pretty girl" sung by maggie lindemann contained discourses about maggie lindemann's rebuttal of women stereotypes. keywords: women’s stereotypes, pretty girl song lyrics, critical discourse analysis (cda) mailto:fitria_aprilia@binadarma.ac.id mailto:neisya@binadarma.ac.id 488 | english franca, vol. 6, no. 2, 2022 introduction from time to time, the image of women was never separated from the cultural elements that surround it. as in popular indonesian folklore, for example, women are often described as gentle and unsuitable for outdoor activities. not only in indonesian folklore but in some fairy tales from western countries, is the image of women also depicted as dependent figures, for example, cinderella. woman image presents mental, spiritual, and daily behavior expression by women in many aspects; physical and psychological as women's self-image, family as well as community traits as part of social images. a woman's self-image is a woman’s state and view that comes from within her, both physically and psychologically. physically, women experience typical things, which are not experienced by men, such as pregnancy, childbirth, and breastfeeding. meanwhile, if viewed from the psychological aspect, women cannot be separated from what is called femininity. the differences in physical form between women and men affect the patterns of thinking and patterns of women's lives. the psychic aspect shows that women have thoughts to develop, inspire, and have feelings to feel the situation inside and outside of them. in addition to the image that emerges from her, women also have images obtained from their social environment. the social image of women is closely associated with the standards and value schemes that are put on in a communal cluster. in the family, for example, women act as wives, mothers, and as family members, each of which brings consequences for social attitudes, which are interrelated with one another. women's social image is also a matter of self-experience, such as being imaged in women's self-image and social image; these experiences determine women's social interactions in the public. the social production of stereotypes uses changeable and ineradicable indications such as culture, ethnicity, social position, sexual category, and stage to eliminate and marginalize persons and societies (pardede & neisya, 2020). even in modern society today, women still suffer the same fate. as simple women do not have power over their names, just like indonesian people who still often name a wife after her husband's name. these things, consciously or unconsciously, describe the image of women who have no power over themselves. the existence of this inequality eventually gave rise to the feminist movement. feminism derives from the latin term "femina" fitria aprilia & neisya: women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study 489 which means woman. according to saputri and neisya (2021), the timely feminism period was concerned with the training and employment of civil rights of women along with the enhancement of the legitimate rights of married women. feminism refers to social, political, and ideological actions which have the equal aim; to express, construct, and accomplish gender equivalence in the political, economic, personal, and social ranges (gilang, 2020). this action emerged in the early 20th century and was pioneered by a female writer named virginia wolf who questioned the position of women among men in her book a room of one's own. at the beginning of its emergence, feminism referred to social action that promoted the rights of working women in seneca falls, new york, in 1848 by elizabeth cady stanton and susan b. anthony. as times change, the meaning of feminism has been expanded to become a movement and ideology for the struggle for equality or the emancipation of women's privileges in all aspects. one that must be prioritized in feminism is that it is non-competitive, meaning it is not a competition but collaboration in a gender-just society. feminism as a social movement has the main goal of gender equality. gender is an important analytical tool to see the position in the social structure of society. talking about gender is incomplete if it does not talk about the stereotypes that follow it. stereotypes are known as marking or labeling a person or a group based only on the perception of a particular group. stereotypes are always detrimental and cause discrimination (jabbar, 2020). a common stereotype that is still very popular says that woman should not have ambitions and education that is too high and are forced to only wrestle with household matters. women who have to be good at cooking, washing clothes, sweeping, mopping, and taking care of children are already the benchmarks of society for human beings who are said to be women. stereotypes like this are based on culture so that they are considered normal by the community, which results in women from all aspects being seconded. when discussing feminism in indonesia, kartini's name is the first to appear. kartini was the pioneer of the emancipation movement of her time. kartini felt that women were not just objects of seclusion who did not deserve higher education. feminism is not only a matter of understanding that only upholds gender equality. feminism also dwells on a point of view where emancipation is used as a special goal. therefore, emancipation and feminism can support each other. 490 | english franca, vol. 6, no. 2, 2022 one of the popular song lyrics which contained the stereotypical image of women and feminism is "pretty girl" by maggie lindemann. “pretty girl” is the original song by maggie lindemann. it is an easylistening song about being a young woman nowadays. maggie declared how others see her as a singer. it encouraged her to create that song. maggie also said that "pretty girl" describes a woman as a creature who cannot be seen by physical appearance only, but also more than that. she thinks the community must catch what is inside. maggie lindemann was born with the full name margaret elizabeth lindemann. she is an american singer who was born on july 21, 1998. she and her family moved from her hometown, texas, to los angeles to fulfill her dream. it is known that since childhood, maggie has had a hobby of singing. the issues about the image of women and feminism in popular song lyrics are crucial and interesting to be analyzed, especially by using a discourse analysis approach. discourse is a place to convey ideas. discourse also covers various fields, namely communication, information, politics, and literature. discourse is the most comprehensive language component in the grammatical order which is the utmost grammatical unit. discourse can be a complete essay such as novels, encyclopedia series, paragraphs, sentences, or words that convey comprehensive instruction (budiwati, 2011). discourse refers to the largest language unit used in communication (juliantari, 2017). sequentially, a series of sounds form a word, a series of words form a phrase, and a series of phrases form a sentence. finally, a series of sentences form a discourse. van dijk (1997) mentions that discourse is usually identified as a form of spoken language, what is said in public speeches for example, or it could also refer to the ideas of certain schools of thought, for instance, the discourse of contemporary philosophies. discourse is a series of texts both oral and written as a form of communication that contains ideas from the address or to the addressee based on a specific context (foucault & nazzaro, 1972). discourse analysis is a language component studying the use of verbal and written linguistics which contains the writer of the message and the receiver of the message in communication (slembrouck, 2009). discourse analysis deals with analyzing the language being used (aprilia, lustyantie, & rafli, 2020). discourse analysis aims to find out the patterns expressed by a text. the interpretation of a linguistic unit fitria aprilia & neisya: women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study 491 can be identified, including the message to be conveyed, why it must be conveyed, and how the message is conveyed. discourse analysis examines linguistic units within the scope of micro linguistics such as syntax, pragmatics, morphology, and phonology, and macro linguistics such as sociolinguistics, pragmatics, and psycholinguistics. ang (2014) states that discourse analysis views reading texts as a whole coherent unit and tries to find relationships between sentences as a whole, not just parts of sentences. imam (2012) reveals that discourse analysis is an analysis carried out to see the overall meaning of a message or text, both expressed and implied. discourse analysis is needed because it takes into account the correlation between language and the circumstance where it is utilized and is related to description, oral analysis, and interaction, so discourse analysis is also labeled as an analysis of the language used (priadi, 2015). according to jansen (2008), discourse analysis focuses on the interaction of context, text, writing, and speaking practice, but varies in the grade to which they associate context and text. this research aims to analyze how the image of women which becomes a stereotype and feminism is represented in the lyrics of a song popularized by maggie lindemann entitled "pretty girl". this study is expected to be useful to develop studies on the concept of women stereotypes and feminism in the media and develop the study of music as communication media. on the other hand, this research is also expected to be an input for the parties involved in fighting for equality gender in indonesia, as input for the parties involved in text production, especially song lyrics, as well as a medium for corrections and evaluation for the music industry in indonesia to the meaning and message contained in the lyrics of the song. theoretical framework discourse analysis discourse analysis was introduced by zellig harris through an article entitled “discourse analysis”. this article discusses advertising discourse by examining the interrelationships between the sentences that compose it and the relationship between texts and society and culture (subagyo, 2010). brown and yule (1983) suggest that the activity of analyzing discourse is an interdisciplinary science that views language as a transactional function and an interactional function. from this understanding of discourse analysis, it is known that discourse analysis can map language in its use in depth. knowledge of discourse analysis can 492 | english franca, vol. 6, no. 2, 2022 lead language users to better understand language specifically, fundamentally, and functionally so that bias meaning that often occurs in communication can be avoided. hamad (2005) views that discourse is divided into two types, namely those that see the use of language in its place, and assembling linguistic elements in discourse along with nonlinguistic elements. discourse and discourse analysis are two things that synergize with each other, if the discourse is at the level of its linguistic form, then discourse analysis broadly looks at discourse from the side of its context (nunan, 2003). furthermore, he explained that the study of discourse refers to the correlation between linguistics and the circumstance. in a broader understanding, cook (2009) explains discourse analysis examines how a series of languages that are interpreted in a perfect textual context, social context, and psychological becomes a meaningful unit in its use. critical discourse analysis sometimes, discourse indicates unexciting issues regarding community practice, yet it is simple to use authority and its things. according to wardani, setiawan, and retnaningdyah (2020), discourse is the authenticity of the occurrence in a specific description. discourse analysis learning the language on how linguistics and authority are correlated. furthermore, the research on authority and linguistics cannot be separated from the theory of society. discourse is mentioned as the correlation between linguistic use and authority relationships. discourse analysis is usually called a language study. this is also obtained as the dimension of critical linguistics, critical language awareness, critical language study, and critical discourse analysis. critical language study highlights ways to study linguistics in verbal or written text. critical language study examines correlations between the linguistic constitutes and the authority. critical discourse analysis defines as a social factor and phenomenon (halliday, 1978) and contrasting the theories of biological and psychological occurrences (clark and clark, 1977). research methodology this study is an interpretive qualitative study where the researchers analyze the lyrics of a song popularized by maggie lindemann entitled "pretty girl". fitria aprilia & neisya: women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study 493 a qualitative study aims to provide a deep and detailed explanation of a phenomenon through the data collection process. critical discourse analysis (cda) approach using norman fairclough's model was used as the approach of this study. critical discourse analysis is defined as an attempt to explain a text on social phenomena to find out the interests contained in it. the writer used the critical discourse analysis approach to find the stereotyped values of women in the lyrics of maggie lindemann's song "pretty girl". the data collection techniques used in this study were documentation techniques and literature study where the researchers took several supporting references from various resources. the documentation technique was in the form of collecting text data from song lyrics. after conducting a pre-research analysis, the song "pretty girl" was chosen which contained feminist values in the form of female stereotypes in it. text data in the form of song lyrics were obtained through various sources, including song lyrics uploaded on the website. meanwhile, the literature studies were taken from websites and journals, as well as other related sources. finally, the data collection was analyzed according to norman fairclough's critical discourse analysis model. results & discussion result a. analysis of the song lyrics “pretty girl” is a song written and popularized by maggie lindemann which was published on march 10th, 2017 through maggie lindemann's youtube channel. pretty girl is a short expression about maggie lindemann's experience as a woman who is belittled and judged according to other people's thoughts for no apparent reason. below are the lyrics of the "pretty girl" song: pretty girl i can swear, i can joke 494 | english franca, vol. 6, no. 2, 2022 f**k your ribbons and your pearls 'cause i'm not just a pretty girl i'm more than just a picture i'm a daughter and a sister sometimes it's hard for me to show that i'm more than just a rumor or a song on your computer there's more to me than people know some days i'm broke, some days i'm rich some days i'm nice, some days i can be a b**ch some days i'm strong, and some days i quit i don't let it show, but i've been through some s**t i can swear, i can joke i say what's on my mind if i drink, if i smoke i keep up with the guys and you see me holding up my middle finger to the world f**k your ribbons and your pearls ' cause i'm not just a pretty girl i'm more than just a number i'm a hater, i'm a lover sometimes it's hard for me to show that i'm more than just a title or a comment going viral there's more to me than people know i say what's on my mind if i drink, if i smoke i keep up with the guys and you see me holding up my middle finger to the world fitria aprilia & neisya: women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study 495 b. analysis of the discourse titles the choice of vocabulary in the song titled, "pretty girl" is a picture of the image of women in general. women and beauty are two things that are difficult to separate. while talking about women means talking about beauty. indirectly there is always something to be proud of when a woman gets the label of beauty. c. analysis in sub-sentence there is a selection of vocabulary that shows the stereotypical discourse against women contained in the lyrics of the song. here are selections of vocabulary that stand out in the lyrics of the song: swear, saying something rude or mean joke, doing or saying funny to entertaining drink, drink an alcohol smoke, smoking tobacco leaves ribbons and pearls are a symbol of feminine women who always wear a beautiful dress and wear jewelry d. analysis of combinations between sentences coherence in this part, the writers discuss the form of coherence contained in the lyrics of the song "pretty girl". 1st stanza: i can swear, i can joke i say what's on my mind if i drink, if i smoke i keep up with the guys and you see me holding up my middle finger to the world f**k your ribbons and your pearls ' cause i'm not just a pretty girl the first stanza is a stanza that is often repeated because it will later be included in the chorus. this section describes the main character who is revealing her true identity. the main character in the 496 | english franca, vol. 6, no. 2, 2022 lyrics of the song “i” tries to tell everyone that she can do anything she wants. she can swear or joke, she can say everything she wants to say, and tries to shift the stereotype of women who have to be feminine by wearing lace clothes and jewelry because the character "i" wants to express her image as a woman more than what has been written in the stereotype. in the sentences strung together in the first stanza found the form of coherence in the 7th and 8th lines which form the following sentences: "f**k your ribbons and your pearls, cause i am not just a pretty girl" the form of coherence contained in the sentence is an elaboration or explanatory coherence with the word "cause" as a connecting word. this coherence serves to detail or strengthens the statement in the previous clause. 2nd stanza: i'm more than just a picture i'm a daughter and a sister sometimes it's hard for me to show that i'm more than just a rumor or a song on your computer there's more to me than people know in this stanza, the character "i" expressly expresses her image as a woman, not just a photo that can be seen only as an object. "i" also explained that she was also a daughter of her parents and a sister of her siblings. this is following maggie's original goal of releasing the song pretty girl as a fight when she was belittled on social media. no form of coherence is found in the 2nd stanza. 3rd stanza: some days i'm broke, some days i'm rich some days i'm nice, some days i can be a b**ch some days i'm strong, some days i quit i don't let it show, but i've been through some s**t in this verse, "i" explains that she doesn't always have a good image or a "pretty girl". she was not always well off; she was not always fitria aprilia & neisya: women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study 497 well. even though she doesn't show it, the character "i" has been through a lot of tough things. there is no form of coherence in this stanza. e. analysis in a series of clauses in the song entitled "pretty girl," there are six stanzas, each line containing messages to be conveyed regarding the image of women who are used as stereotypes. in a song, there is usually a section called the refrain or chorus. the chorus or refrain is the core part of a song. "pretty girl" also has a refrain where the sentence in the refrain can also be said to be the core which contains the subject of the song, which is about the image of women. f. relationships and identity in the lyrics of the song "pretty girl" although it is dominated by the main actor "i", in some of the lyrics it appears that there are participating actors. in all the verses there is the same message that maggie lindemann wants to convey. the message is that she as a woman does not only want to be seen as a stereotype or ideal standard of women set by society. as a woman, she wants to show that she is also rude, and can do everything she wants outside of the standard ideal woman that already exists. by using her point of view as a woman, maggie lindemann wants her music listeners to position themselves as herself to be able to understand the message she wants to convey. there is no element of intertextuality in the lyrics of the song "pretty girl" because maggie lindemann made this song based on her personal experience of being bullied through social media. discussion living in a patriarchal world nearly always makes a woman in the second position in social life. women get stereotyped as weak people that cannot live without a man's help. stereotypes are always negative and lead to perceptions (jabbar, 2020). women usually being dominated by men and even sometimes lose their own identity as free souls. gumiandri and nafi'a (2019) stated that femininity becomes a separate commodity and is a trademark of women. women tend to be judged by how they behave, speak, and look. if the beauty standard, which was created by men, is violated then they will be considered as strange people or others. additionally, in society commonly the appearance of a woman's body is the main factor in how other people react to her and it unconsciously influences the feeling of that woman herself (polivy & herman, 2007). it 498 | english franca, vol. 6, no. 2, 2022 is not surprising then that a woman will feel ‘different’ or as ‘the other’, which finally leads to the unconfident feeling when she does not meet these beauty standards. vocabulary choices in the "pretty girl" song indicate a general image of women. women and beauty are closely related to each other. women and beauty seem to be very identical. generally, women will be very proud of themselves when they get that beauty label and reach the beauty standard. in lindemann's pretty girl, the audience can see how she tries to rebel against the stereotype and break through all the men's domination toward women. lindemann shows the audience that women can be anything that they want. they can do whatever they want, including talking rudely, smoking as well as drinking alcohol. commonly, that entire thing is closely related to the man thing or usually called masculinity. merdeka and kumoro (2018) identify masculinity as a set of qualities, manners, and roles that are generally connected with boys and men. it is the gender characteristic that shares the traditional assessment of men's attitudes that is recognized by society. chafetz in merdeka and kumoro (2018) furthermore explain that the general culture describes the masculinity of a man in 7 forms, including the physical image, the function of life, the sexual aggressiveness, the emotion, the intelligence, the personality, as well as the other personality characteristics concerning with ambitious, proud, egotistical, trustworthy, competitive, and adventurous. these concepts of masculinity of course are inversely proportional to the femininity of a woman. the woman is believed as a living creature that is gentle, courteous, not tendentious, and resignedly accepting. however, lindemann frontally stated in her song that she can be as brutal and not always pretty as the man wants. she can become a 'pretty girl with her concept. she even does not care if other person thinks that she is weird and being judged by her appearance and attitude anymore. in "pretty girl" song, there are six verses, each line containing messages to be transferred concerning the image of women who are used as stereotypes. most songs have a section called the refrain or chorus. the refrain or chorus is the central portion of a song. "pretty girl" also has a refrain where the sentence in the refrain can also be said to be the primary message which covers the subject of the song, which is about the image of women. lindemann also tells the audience that being a woman does not always need to show a feminine attitude, girly appearance, and smooth words. a woman can show their own identity and preference as a human fitria aprilia & neisya: women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study 499 being just like a man do. the messages inside of the song convey that a woman needs to appreciate and love their selves. even though in fact, a woman with an attractive physical appearance is sometimes more successful both socially and economically (kuipers in rosida and saputri, 2019) but lindemann believes that beauty cannot be judged by that only standard. a woman is beautiful with her beauty standard. she cannot be determined by others and she has the right to present herself in the way that she wants. conclusion based on the research that has been done by using a critical discourse analysis model by norman fairclough on a song popularized by maggie lindemann entitled "pretty girl" through the text dimension stage, the researchers conclude that this song contains a discourse of feminism ideology in which maggie lindemann tries to change the stereotype of women whom she accepts and shows society that she as a woman can also do anything and chooses to be herself regardless of the existing women's standards. in the text dimension, the lyrics tell about the outpouring of a woman's heart who tries to go against the existing gender role standards regardless of other people's comments because she is more than just a pretty girl. this proves that there is resistance in the form of feminism by maggie lindemann to society which demands her to act and speak according to existing standards. in this song, maggie lindemann tries to set her standard of beauty by being herself. the lyrics of the song "pretty girl" use the point of view of a woman as the main character. references ang, z. 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(2020). critical discourse analysis: the knowledge power presented by scholar in creating research article. linguistic, english education and art (leea) journal, 4(1), 161-176. https://doi.org/https://doi.org/10.31539/leea.v4i1.1367. https://dx.doi.org/10.15408/insaniyat.v2i2.7814 http://eprints.binadarma.ac.id/15542/1/neisya%20%282%29.pdf http://eprints.binadarma.ac.id/15542/1/neisya%20%282%29.pdf http://ejournal.unp.ac.id/index.php/selt/article/view/6684/5225 http://ejournal.unp.ac.id/index.php/selt/article/view/6684/5225 https://doi.org/10.24252/10.24252/elite.v8i2a5 https://doi.org/https:/doi.org/10.31539/leea.v4i1.1367 502 | english franca, vol. 6, no. 2, 2022 empty page english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5233 black voice portrayed in the movie of the hidden figures by theodore melfi maya puspita universitas bina darma 181610004@student.binadarma.ac.id muhammad iqbal ramdhani universitas bina darma m.iqbalramdhani@binadarma.ac.id abstract the film hidden figures is based on the actual tale of three africanamerican women who work at nasa on space rocket launches. katherine g. johnson, mary jackson, and dorothy vaughan are the three africanamerican women. with the backdrop of the 1960s, these three women face discrimination (differences in race or skin color) in their workplace at nasa. this study aims to explore the theory of black feminism from patricia hill collins and integrate it with the self defenses mechanism theory from sigmund freud about how they faced problems at that time. this research uses a qualitative descriptive approach. this study finds black feminism in the film hidden figures in the form of discrimination experienced by these characters in the form of gender, race, and class. however, the resistance carried out by these characters is through aggression, namely expressing anger, apathetic, namely by withdrawing not entering into a problem, isolation, namely respecting something that causes frustration, and finally, introjection, which is taking the positive side of other people. keywords: feminism, self defences mechanism, hidden figures movie introduction afro-american, also known as african american, was a term used by whites to refer to black americans in 1961. africans were brought directly from africa and sold as slaves. at that time there were two mailto:181610004@student.binadarma.ac.id mailto:m.iqbalramdhani@binadarma.ac.id 498 | english franca, vol. 6, no. 2, 2022 groups namely north americans or called black people and south americans or called white people. black people are in the lowest class they are usually employed in agriculture for their livelihood from cotton while white people are industrial. this caused instability in the economy of the north because they are also a minority group and from there the civil war started and was won by the southern group. at that time north was a minority group they got very bad treatment because they were african americans. this systemic practice of slavery helped manifest skin color in the african-american community. furthermore, discrimination of skin color has become an effective strategy in colonizing and dividing people into other continents and countries around the world. racism in america arose during the colonial era when white americans had the advantage of having a great life, having jobs, living as well as they could, and having a better opportunity at living their lives. meanwhile, black americans are an example of a living victim (febriani and arianto, 2020). sowell states that some people describe discrimination or racism as differences in "life chances." for example, a black child who does not have the same opportunities as a white child to become a scientist or executive or a woman who is unlikely to lead a company or country, or a disabled child who is "specialized" and treated differently from other classmates (valiantien, 2019). historically racism is one of two related meanings namely the belief in inherited racial differences that explain differences in racial behavior and support for segregation, discrimination, or unequal treatment of race is often accompanied by strong prejudice and intense hostility and that means where in one condition in a racist society there is a dominant group and a minority group (horton et.al 1991: 303 as cited in ghozi 2008). meanwhile, in the sociology of race and ethnicity, racism has become several social phenomena such as systemic inequality, institutional discrimination, internalized stereotypes, and racial attitudes. some researchers also argue that the broad and inconsistent use of the word "racism" means "weaken rather than strengthen the argument about race" (wilson 1987 as cited in woody, 2020). hidden figures is one of the racist forms of the era. there are numerous types of films each with its plot, story, genre, and fantasy. the researcher on the other hand chose the hidden figures because it is based on a true story where racism was still very strong in the 1960s. hidden figures is a biographical drama film directed by theodore melfi and written by allison schroeder that was released in 2016 the genre maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 499 was comedy drama and historical fiction film and runs for 2 hours and 7 minutes. in this film, the researcher focuses on the three main female characters who often experience injustice in their environment. there are many different types of characters, but the main character is the one who attracts the most attention from the audience and becomes the focus of the viewer's attention. this character has the most scenes as well. the supporting characters are the ones who put the main character in this circumstance and cause friction (alvinindyta, 2018). the main character is the most important person in the story, a story is essentially about this character but it cannot stand alone it requires other characters to make the story more convincing. minor characters are less important than the main characters the protagonist is the main character in a novel or a play the protagonist in traditional fiction is also the “hero” or “heroine” an admirable character who embodies widely accepted strength and virtues and is morally good because the antagonist is vile enough the term "villain" or "villainess" is used (tussadiyah, 2017). this film relates the tale of three brilliant black women "a minority group in the united states" who played a key part in the early days of nasa when prejudice was still a big concern. mary jackson, dorothy vaughan, and katharine goble are their names. mary jackson was an engineer who was turned down for a job at nasa unless she completed a higher education program that was only open to white people. then dorothy who worked as an acting supervisor or supervisor in the western region was consistently denied a permanent post due to her skin tone. meanwhile, katherine goble the key character in the film hidden figures is frequently overlooked and marginalized due to her skin tone. however, they were the brains behind one of the most important operations in american history when nasa found the untapped potential of three african-american mathematicians as the us raced against russia to put a man in space. the trio was responsible for calculating astronaut john glenn's critical launch into space and guaranteeing his return safely. as a result of their intelligence and desire dorothy, mary, and katherine goble johnson spanned all genders, races, and professional lines. despite the constant pressure they rule to show their worth to become an important figure in the launch of astronaut john glenn into space. theoretical framework 500 | english franca, vol. 6, no. 2, 2022 in researching the types of discrimination in the hidden figures movie, the researcher used patricia hill collins's theory of black feminism (2000) and integrated it with the theory of the self-defences mechanism by sigmund freud. according to collins (2000) in the united states, the oppression of black women is carried out in a systematic and structured manner. collins explains that oppression in the united states based on race, class, and gender cannot occur without an ideological justification for it. collins argues that feminism is the concept that women are social creations that may be altered and also state that feminism emphasizes women's autonomy (rahayu, 2021). feminism comes from the word "femme" which means woman. the word "woman" means all women without exception. black feminism is one such example. the term black feminism is a hope for black women in achieving major changes in social justice and women's struggles against racial and gender oppression experienced by african americans (rafael, 2021). meanwhile, self defense mechanisms are the methods by which we act or think to better protect or defend ourselves. this method used to see how people prevent themselves from being completely aware of unpleasant ideas, feelings, and behaviors is through defense mechanisms (cahyani, 2018). according to freud, the defense mechanism is divided into several mechanisms. and here are some parts of the mechanism that appear in the hidden figures movie. there aggression is expressed directly to the person or object that is the source of frustration, apathetic is an attitude of indifference or not caring about something. apathy is another form of frustration reaction, namely, withdrawal and giving up (fadillah, 2018). isolation is a mechanism that works by changing emotions from painful memories. for example, nurses and doctors must learn to separate their revulsion, annoyance, and terror from blood, wounds, and other such things while still treating patients as members of their family introjection is a defensive mechanism by which a person feels bad about himself or is insecure, so there takes good behavior or positive things from others to make himself feel better and more confident (mubarok, 2019). several analyzes of feminism have been carried out previously (desmawati, 2018) she explained that there are four types of feminism from the novel little women namely liberal feminism, marxist feminism, existentialist feminism, and radical feminism. (putra, 2021) this study uses a qualitative method with the theory of semiotic analysis from john fiske. the object of this research is the cases of feminism contained in this film with the theory of the codes of television and maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 501 uses three social codes, namely reality, representation, and ideology. (nur, 2017) this study aims to characterize the feminist character by examining the primary female character as a feminist character and the contribution of the feminist character to the development of the narrative. this study employs a qualitative descriptive technique. the study's findings show that edna pontellier a feminist heroine helped to create the typical plot and that her feminist actions had an impact on it. they explain the types of feminism and how the female character helped to create the plot. meanwhile, the researcher focus to analyze the movie and the types of discrimination and how they fight against discrimination in the movie of the hidden figures. the researcher found that there are two problems in this research like what is the racism that appears in the movie of hidden figures and how the black women resist the racism in the movie of hidden figures. meanwhile, the objectives of this research are to reveal the racism that appears in the movie of hidden figures and to analyze how women fight against racism in the movie of hidden figures. there are two benefits of this research: theoretically, this research is expected to broaden the researcher's perspective to improve their comprehension of patricia hill collins black feminist theory and self defences mechanism by sigmund freud which can be utilized as an input or reference for future research. practically, this research is expected to produce information that can be utilized as a reference in literary work as well as supplementary knowledge for english department students interested in black feminists by patricia hill collins and self defences mechanism by sigmund freud. research methodology in conducting the research the researchers used the descriptive qualitative method because the data is acquired using words or pictures rather than statistics (bogdan and biklen, 1982). the data would be collected from the script and clips from the movie (maskhurin, handayani, 2014). qualitative methods are the best way to assist writers in analyzing data (putri, 2019). the researcher focus to classified the types of feminism and to described how they face feminism in the workplace. the result of the analysis is combined to obtain good results and conclusions. the procedure that researchers used in collecting data were watching movies, highlighting racism and resistance in the movie of hidden figures, and classifying data that related to discussions based on the problems of the study. after all the data were collected, the 502 | english franca, vol. 6, no. 2, 2022 researchers analyzed it based on the questions asked by the researchers. the analysis that was carried out by the researchers would be useful for making conclusions. the procedures to analyze the data were classifying the discriminations types, analyzing and classifying the discriminations and the resistances in the movie of hidden figures, and making the conclusions based on research findings. results & discussion the researcher found that there were three types of discrimination and self defences mechanisms that appear in the hidden figures movie, they are gender, race, and class three self defences mechanism aggression and apathetic, isolation, and interjection. the findings of the research in the explanation above can be seen in the analysis below. 1. gender discrimination picture 1. vivian mitchell talking to mary jackson. mrs.mitchell: "nasa does not commission females for the engineer training program". mary jackson: "that position is open to any qualified applicant". in this film, vivian is a white woman who works as a supervisor. vivian's sentence above clearly describes gender discrimination. she said that women were not allowed for engineer training at the virginia hampton school because it was only for white people. in the line above, it can be seen that people of color like mary don't have the opportunity to attend higher education, have high positions, and earn high salaries at work even though they work harder than white people. maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 503 picture 2. jim johanson to talk about katherine's job at nasa mr. jhonson: "aeronautics. pretty heady stuff. they let women handle that kind of". mr.jhonson: "well, that is not what i mean". katherine: "what do you mean”? mr.jhonson:" i was just surprised something so”. katherine: "mr. johnson, it may be best if you quit talking right now". jim johnson is a colonel who is also interested in katherine g. johnson, heard that katherine works at nasa jim johnson asked if nasa employs women there, and they let women do the calculations for rockets. jim couldn't believe it because he thought the discrimination there was still very strong. in jim's statement, it can be concluded that katherine gets gender discrimination if women are deemed unfit to do all that. picture 3. levi and mary are arguing about mary’s job at nasa. mr.jackson: "now you want to be an engineer? a female engineer. we are negro baby. ain’t no such thing. unders tand it”. mary jackson: "it is not like that there, levi". mr.jackson: "the only real chance we are gonna has is when we fight back. you can't apply for freedom. freedom is never granted to the oppr essed. it’s got to be demanded. taken”. 504 | english franca, vol. 6, no. 2, 2022 levi jackson is the husband of mary jackson he is a civil rights activist who only sees african americans progress, and sees his wife work as the first female engineer at nasa levi jackson instead of not allowing it because they will never get justice there and that there will never be equality between black people and white people plus she is a woman, from the sentence above explains that mary jackson got gender discrimination from her husband if women will never be equal to men. picture 4. paul stanford forbids kathrine from entering the room. katherine: sir if i could attend this briefing. i would be able to stay current. mr.stanfford: "we have been through this katherine. it is not possible there is no protocol for women att ending’’. paul stanford's sentence above explains that katherine experie nces gender discrimination because katherine is prohibited from entering the room because she is a woman. 2. race discrimination picture 5. vivian mitchell is racist to katherine because of her skin color. mrs. mitchell: "they have never had a colored in here before, katherine does not embarrass me”. maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 505 at that time mrs. mitchell was looking for a geometric analyst and dorothy suggested katherine because she was the right person, they had to recruit katherine because no one in the white people could do that. but before katherine worked there mrs. mithcell sternly warned if no black people were working there, in mitchell's sentence above she showed discrimination against skin color, she thought black people wo uld not be able to compare with white people. picture 6. dorothy vaughan is looking for a book in the library. white librarian: what are you here for? dorothy: a book. white librarian: you have a book in the colored section. dorothy: it doesn't have what i'm looking for. white librarian: that is just the way it is. in this scene, dorothy and her two children are looking for a book, but suddenly a white woman scolds dorothy and says that they don't want to be in trouble and that a separate book is available for black people. in the sentence above dorothy experiences skin color discrimination where black people cannot be in the same room with white people because black people are considered dangerous for them. 506 | english franca, vol. 6, no. 2, 2022 picture 7. mrs. mitchell talked to dorothy about the permanent supervisor. dorothy: my application for supervisor mam i was wondering if they're still considering me for that position. mrs.mitchell: yes, well the official word is no. they're not assigned' a permanent supervisor to the colored group. at that point, dorothy asked if there was any consideration of the position for her to be supervisor, but mrs. mitchell said no because there would never be a black person who would work permanently everything was temporary. from mitchell's sentence above, it can be concluded that dorothy experiences discrimination against skin color and that black people will never get a permanent job like white people. picture 8. the judge having a conversation with mary jackson. the judge: "what would warrant a colored woman attending a white school"? mary: "may i approach the bench sir"? mary jackson fought for her right to be able to attend a virginia hampton school which is a school for white people only, she has to go to school there because she wants to be a female engineer at nasa, and to be able to go to school there she must get permission from the judge. judje's sentence above explains that mary jackson is racist towards skin color. 3. class discrimination maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 507 picture 9. mrs. mitchell looking for someone with a handle on analytic geometry. vivian mitchell: "the space task group needs a computer asap. someone wi th a handle on analytic geometry. much to my c hagrin we can't fill the position o otta the east group". dorothy: "permanent or temp"? vivian mitchell: "everything is temporary dorothy. you have someone"? no one from the east group was good at geometry, so they had to look from the north group but only worked temporarily until the rocket could reach the moon because at that time the north group was a minority and at the same time they were the lower class. vivian's sentence above explains that white people are in power in everything while the blacks are just messengers and their salary is also not by what they do. 1. aggression and apathetic picture 10. katherine is expressing her frustration. mr.harrison: "there is no bathroom? what do you mean there is no bathroom for you here"? 508 | english franca, vol. 6, no. 2, 2022 katherine: "there is no bathroom here. there are no colored bathrooms in this building or any building outside the west c ampus. which is half a mile away! did you know that? i have to walk to timbuktu just to relieve myself! and i can't take one of the handy bikes. the picture with my uniform skirt on the knees and my heels. and don’t get me started about the simple pearl necklace i can't afford. lord knows you don't pay the coloreds enough for that. and i work like a dog day and night, living on coffee from a coffee pot half of you don't want me to touch! so excuse me if i have to go to the restroom a few times a day"! katherine who works at nasa is constantly under pressure from her co-workers, ranging from a separate drinking receptacle for blacks to a bathroom that is very far from her workplace, and she has to travel quite a distance to get to the bathroom which is quite time-consuming. this caused katherine to be absent from work frequently and made al harrison angry with her. from the sentence above, katherine explained that all this time she was patient with everything but her work was not appreciated and she vented all her frustrations at that time. picture 11. library security kicks dorothy and her children out. dorothy: "get your hands off my children. do not touch them". when dorothy was looking for a book in a library suddenly a security guard escorted dorothy and her son violently out of the library. when the guard shoved her children's shoulders dorothy got angry. this is when dorothy vented her anger against the security guard because she didn't want innocent children to become victims of discrimination. maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 509 picture 12. mary jackson shows her frustration to mrs. mitchell. vivian mitchell: "we now require advanced extension courses through the university of virginia. it's in the employee handbook. an addendum. she slides a copy on the table". vivian mitchell: "case you haven't read it". mary: "every time we have a chance to get ahead you all move the finish line". when mary jackson was having lunch with her two friends suddenly mrs. mitchell comes and tells mary that he can't become an engineer without attending a special engineering school. mary denied that because she already had several titles and she deserved the position but mrs. mitchele persisted. and at that time the school was a special school for white people. in the sentence above, mary jackson explains that she expresses her frustration towards mrs. mitchell because mary thought it was unfair just because she was a black woman. 2. apathetic 510 | english franca, vol. 6, no. 2, 2022 picture 13. dorothy lifts some boxes into the white people's room. mrs.mitchell: "our runner can pick up your work dorothy. you need to be working not walking''. dorothy: "it is break time ma'am. no trouble at all". mrs.mitchell: "since you made the trip you can take that batch over there”. dorothy: "sure thing mrs. mitchell" when dorothy entered the workspace of a white people, vivian didn't seem welcome there dorothy was immediately expelled gently by telling dorothy to bring some boxes on the side. dorothy calmly and resignedly took it. from the sentence above, it can be concluded that dorothy is a person who does not want to have problems with other people. picture 14. katherine recalculated the data from paul stanford. mr. stanfford: "mr. harrison wants you to confirm the launch and landing for the redstone rocket test". katherine: "i cannot work on what i cannot see mr. stafford it is illegible". mr. stanfford: "the numbers have been confirmed by two engineers in this department and me. it is more or less a dummy check". paul stanford is katherine's co-worker and he doesn't like katherine's presence there because she is a woman and has black skin. katherine often experiences ostracism and works under pressure in the picture above. katherine does the count of paul stanford who has been crossed out. in katherine's sentence above she explained that she could not read what was not seen, but she still tried to read it by putting it under the light. here katherine's attitude shows that she is resigned to the situation that happened at that time. maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 511 picture 15. ruth is rude to katherine. ruth: "mr. harrison won't warm up to you do not expect it. do your work keep your head down". katherine: "thank you". ruth: "go on. get settled". the first time katherine entered the new workplace and approached mrs. ruth. ruth is very rude to her. ruth's sentence above emphasizes that katherine will not be well received by mr. al harrison and told katherine to keep her head down. but with all mrs. ruth's treatment of her, katherine still respects her and chooses to surrender to the situation and chooses to withdraw from the frustrating thing. 3. isolation picture 16. ruth is rude to katherine. al harrison: "does she know how to handle analytic geometry"? ruth: "absolutely and she speaks". katherine: "i do sir". al harrison: "which one? katherine: "both, sir geometry and speaking". ruth is a white woman and mr. harrison's secretary and she is the only woman in the geometry calculations office when katherine started working there ruth didn't seem to like her and didn't even think about it. katherine knew that she was not welcome in the office but 512 | english franca, vol. 6, no. 2, 2022 katherine did not reciprocate the treatment she preferred to treat them regardless of skin color and like any other human being. from katherine's answer above, it can be concluded that katherine respects each other. 4. introjection picture 17. mr. zielinski gives some advice to mary jackson. mary: "mr. zielinski i am a negro woman. i am not going to entertain the impossible". zielinski: "and i am a polish jew whose parents died in a nazi prison camp. now i'm standing beneath a spaceship that is going to carry an astronaut to the stars. i think we can say we are living the impossible. let me ask if you were a white male would you wish to be an engineer"? here mary jackson does not believe in herself she thinks that there will be no results everything will be the same, and black people will not change and will remain the same as they are now. but on the other hand, mr. zielinski changed mary's view that nothing is impossible as long as we are willing to try. mr. zielinski's sentence above shows that mary takes the good side of others and grows that positive side in herself. picture 18. dorothy advises mary. mary: "virginia acts like brown vs. the board of ed never happened. they will never just let a colored woman take classes at an all-white school"! maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 513 dorothy: "sounds about right". mary: "that is all you are gonna say"? dorothy: "i am not going to sit here all day and listen to you complain about the way things are. petition the court. fight for what you want". when mary complained about the virginia school which would not allow black women into the school she continued to complain about it, instead of dorothy getting tired of listening to her and dorothy giving advice to mary in an irritated tone and mary was silent. from dorothy's sentence that inadvertently changed mary's view, mary also takes the positive side of her friend that is fighting for her rights. conclusion hidden figures provides an illustration of how strong racism that appear in the 1960s era. where in the film black people experience discrimination such as gender, race, and class either from where they work or from the surrounding environment because black people are considered dangerous. the researcher divides the analysis of the hidden figures movie into two points. the first point has discussed the types of discrimination. the second point discussed how black people fight against discrimination with the theory of self-defences mechanism by sigmund freud. black people fight for their rights with intelligence and expertise in their respective fields. based on the data obtained, there are four discriminations against gender, four from the race and one from class. as for the self defense mechanism, there are three aggressions, three apathetic, one isolation, and two interjections. and the total data obtained is eighteen data. and in the end, the three negro women made it through all gender, race, and class. in 1960 they were the first women to achieve gender equality at nasa. as a result, mary jackson graduated from virginia hampton school and became the first african american female aeronautics technician staff and was appointed program manager at langley. dorothy vaughan became the first nasa africa america permanent supervisor. katherine goble continued to work on computing and nasa presented the computing building to katherine goble for her hard work. suggestions 514 | english franca, vol. 6, no. 2, 2022 in this literary research in the film the hidden figures, the researcher uses a feminist approach to understanding and improving the image of women in the film and is supported by the self defenses mechanism about how they fought against discrimination at that time. therefore, the researcher suggests anyone interested in studying more deeply about the characters and characterizations, especially in the field of literature, conduct studies in other different aspects that have not been analyzed because literature is rich in knowledge. however, if the readers want to analyze the same film, the readers can further develop the analysis of the previous one to avoid plagiarism and the creation of novelty from research. references alvinindyta, a. (2018) ‘an analysis of protagonist and antagonist characters in caroll’s alice's adventure in wonderland. institutional repositories & scientific journals, pp. 8–22. available at: http://repository.unpas.ac.id/40051/. cahyani, s. n. (2018) the main character's defense mechanisms in the haven film. available at: https://repository.uinjkt.ac.id/dspace/handle/123456789/4211 3. collins, p. h. (2000) black feminist thought. taylor & f. new york: routledge. desmawati, e. (2018) ‘analysis of feminism in the novel little women by louisa may alcott', journal of language and literature, 6(100),pp.119.available at: h ttps://ejournal.gunadarma.ac.id/index.php/sastra/article/view/ 2487/0. fadillah, n. (2018) ‘self defense mechanism of character in lawrence’s lady chatterley’s lover’, world development, 1(1), pp. 1–70. febriani, j. j. and arianto, t. (2020) racism towards african american women in “hidden figures”, linguists : journal of linguistics and language teaching. doi: 10.29300/ling.v6i1.2857. maskhurin, handayani, d. b. (2014) ‘study on vocabulary learning strategy used by the eighth semester students of english maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 515 department of iain tulungagung in the academic year 20132014’, institutional repository of iain tulungagung, p. 50. available at: http://repo.uinsatu.ac.id/394/. mubarok, h. (2019) ‘the main characters defense mechanism in cormac mccarty’s novel the road’, semantic scholar, pp. 1–53. doi: .1037//0033-2909.i26.1.78. nur, d. r. (2017) ‘an analysis of the feminist characters in kat e chopin’s “the awakening”’, journal of english educators society, 2(1), pp. 1– 20. doi: 10.21070/jees.v2i1.687. putra, r. h. f. & f. d. (2021) ‘an analysis of f eminism in the movie “ the hunting ground ” reviewed from the semiotics of john viske’.commicast,2(2),pp.13 0–132.doi:10.12928/commicast.v. putri, g. (2019). chapter iii reseach methodology’, (july), p. 32. available at:http://repository.unpas.ac.id/46189/4/chapter iii.pdf. rafael, m. (2021). black women’s oppression and resistance in kathryn stockett’s ‘the help’ novel: feminist approach. upb repo. available at: http://repository.upbatam.ac.id/1169/. rahayu, s. i. (2021) black woman’s struggles in asserting race and gender in “the help” novel by kathryn stockett; feminist approach. english department faculty of social sciences and humanities putera batam university. available at: http://repository.upbatam.ac.id/698/1/cover s.d bab iii.pdf. tussadiyah, s.h.(2017).an analysis of plot and characterization in spark s’s the choice’. institutional repositories & scientific journals,p.11. available at:http://repository.unpas.ac.id/31530/. valiantien, r. s. h. & s. daru k. n. m. (2019) discrimination towards african-american women as portrayed in hidden figures film. english franca : academic journal of english language and education vol. 4, no. 1, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 stylistic analysis of maya angelou’s “woman work” arina isti’anah universitas sanata dharma arina@usd.ac.id caecilia riris krismarini universitas sanata dharma caeciliaririsk34@gmail.com elisabet ayu pramesthi lebdo putri universitas sanata dharma elisabetayuplp@gmail.com abstract this paper presented the stylistic analysis of a poem by maya angelou, “woman work”. this stylistic analysis focused on analyzing two language levels, phonology and syntax, covering the study of sound repetition, transitivity, and pronoun. the phonological features employed in the poem were assonance and consonance. on the other hand, the syntactic features were in the form of material processes that described the works of a woman. the employment of pronoun referred to the poet and nature. this analysis found that angelou positioned nature as an essential part of a woman's life as it helped her to provide a living to her family. further, nature was placed as an actor that helped her face her world as a woman. this paper concludes that stylistics is applicable to analyse literary works in an objective way as it provides the hard data. keywords: stylistics, poem, woman, angelou introduction literary texts are often attached to their being aesthetic. the beauty of their language is one of the interests done by scholars. mailto:arina@usd.ac.id mailto:caeciliaririsk34@gmail.com mailto:elisabetayuplp@gmail.com 56 | english franca, vol. 4, no. 1, 2020 however, literary texts are not merely about their beauty of language but also how the choice of language creates meanings. literary texts are made for particular purposes in particular contexts. maya angelou is assumed as one of the writers that use language to voice her oppression that she experienced both as a black and a woman. the study on her works motivates the present research. maya angelou is an americanafrican poet who experienced discrimination and oppression as black and woman in america. through writing, angelou also voices about the love and happiness that she feels. her hardworking sends her as a famous writer and activist. "woman work" is one of her poems that reflects her life experience. "woman work" is not the only poem analyzed by scholars. from the literary point of view, the poem was criticized from the diction of nature chosen by angelou. through personification and apostrophe, nature is presented the object of escapism. nature gives women the strength to face her world as one who has to finish house chores (yustisiana, 2018). using the feminist stylistic approach, hama (2017) analyzed the poem based on its stylistic devices to uncover how angelou uses language to defy the problems that women face and how she presents her own identity. the use of punctuation marks, figures of speech, and nature-related terms show that angelou does not complain about her endless chores as she is aware that it is the duty of a mother and a wife. she is mad at human beings for not valuing a woman's sacrifices to secure a comfortable life for others. angelou, who is lonely because no one acknowledges her hard work, is thankful for nature as "they are all she has". in the end, it is concluded that angelou is proud of being a woman and does not feel inferior to men even though it is not easy to be one (hama, 2017). khan & khan (2016) also conducted the stylistic analysis in "woman work". they assessed the phonological pattern, figures of speech, and lexical devices used by angelou in the poem. from the stylistic analysis, they mentioned the themes found in the poem that talks about black woman and slavery. the research describes how the woman enjoys her life shown from the employment of natural images in the poem (khan & khan, 2016). triggered by the studies mentioned above, the present research attempts to improve the previous findings. since the employment of some phonological and syntactic elements is still missing in the earlier studies, this paper provides alternative ways on how to interpret the poem. this paper also develops research on stylistics, particularly arina et.al: stylistic analysis of maya angelou’s “woman work”|57 literary works by maya angelou. therefore, this research focuses on how the syntactic and phonological features help readers interpret the poem. there are two research questions discussed in this research: how are phonological and syntactic features employed in the poem and what the employed linguistic features depict interpretation. theoretical framework the concept of style is often related to physical things such as buildings and fashion. in terms of language, style is often attached to the author, like hemmingway’s style and dicken’s style referring to the complexity of language and theme in the works. however, ‘style’ is the linguistic characteristics of a particular text (leech & short, 2007). it means that the study of style should rely on particular text since to find out the generalization of an author’s language is not a simple job. stylistics is a linguistic field that presents an approach and method to analyze the purpose and function of a text, not restricted to literary but also non-literary texts. poetry, one of literary works, does not “make direct reference to the world of phenomena but provides a representation of it through its peculiar and unconventional uses of language” which create an imaginary alternative world (verdonk, 2002). thus, critical analysis of the employed language in poetry becomes necessary to conduct. in conducting stylistics, there are some levels of language to observe: semantic, syntactic, graphological, and phonological levels (leech & short, 2007). the chart below displays the relation between language levels and the message of a literary work. the above chart reveals that to interpret a literary work, the role of a reader’s knowledge also becomes central. the model reality in the above chart refers to things that “we know, believe, judge or understand to be the case in the world that we live” (leech & short, 2007). the job for stylisticians is to provide hard data, or linguistic evidence, to support 58 | english franca, vol. 4, no. 1, 2020 our judgment of a particular text. in other words, careful analysis of linguistic choice needs to be elaborated and presented. the language levels employed in this paper are phonological and syntactic. in the phonological level, the analysis is focused on the employment of assonance and consonance. assonance and consonance are regarded as a deviation in poetry. assonance is the repetition of the vowel sound in two or more words in a line of a poem, whereas consonance is the repletion of consonant sound in two or more words in a line of a poem (hameed & al-sa’doon, 2015). instead of assonance and consonance, a poem can involve alliteration, the repletion of consonant sound at the beginning of two or more words in a line. however, the discussion of alliteration is not involved here since it has been previously conducted by another scholar. in the syntactic level, this paper is interested in discussing the use of pronoun and transitivity. from a systemic functional linguistic point of view, meanings are represented through what so-called as meta-functions of language. the first function is the ideational function, referring to how language is employed to express people’s experience of both the outer and inner world of their consciousness (li & tao, 2018). the language element that is utilized to figure out the ideational meaning is the verb. the choice of the verb determines types of process, thus participants and circumstances. six processes are proposed in sfl: material, mental, verbal, relational, behavioral, and existential processes. the material process is marked by verbs of doing and happening. usually, the verbs are dynamic. the mental process is about sensing or people’s consciousness. it refers to the process of perceptive, cognitive, emotive, and desiderative (isti’anah, 2018). the relational process is about being and having, marked by identifying, attributing or possession processes. the behavioral process is about physiological and psychological behavior. the verbal process marked by verbs of saying. the process is important in various kinds of discourse. they contribute to the creation of a narrative by making it possible to set up dialogic passages. the existential process is about the idea that something exists or happens (yuqiong & li, 2018). as the study of language style, stylistics takes account of the style and the ways language is used in texts. stylistics examines the language features “such as rhetorical terms and syntactic devices that are used to create expressive or literary style” (mukhtar, 2017). in addition to that stylistics can disclose the type of a text by its language features. stylistics not only enables us to identify the distinctive features of arina et.al: stylistic analysis of maya angelou’s “woman work”|59 literary texts but also to specify the genre and structures of literature (budiharto, 2014). research methodology approach this paper applied the stylistic approach. it concerns the language style, either literary or non-literary text. this paper analyzes angelou's "woman work" through different language levels: assonance and consonance in the phonological level and transitivity and pronoun in the syntactic level. the detailed linguistic features of the poem are needed to analyze since stylistics aims at providing hard data to help stylisticians interpret the meanings of a literary work (barry, 2002) 2002). the procedure of data collection and data analysis the data focused on this paper were taken from phonological and syntactic features. the phonological features focus on the repetitions of sounds from every line. the researchers paid attention to the employment of vowels and consonants repeated in each line. the use of the longman dictionary helped the researchers transcribe the sounds. in the syntactic features, the choice of verbs was categorized into its transitivity process since it was the marker whether a clause was a material, relational, verbal, or other types of processes. the last syntactic feature analyzed was the use of the pronoun. it helped the researchers interpret the significance of the pronoun in the poem. the employed linguistic features mentioned lead the poem interpretation. findings this part displays the results of the analysis. as there were two language levels observed, the results were divided into their language levels as below. phonological level in this level, two types of sound repetition were analyzed: assonance and consonance. assonance is the repetition of the similar sound of the vowel in a line that can be in the initial, middle, or at the final position of words. the table below shows a summary of the phonological features found in the novel. table 1. summary of phonological features in “woman work” phonological sounds stanza, line words 60 | english franca, vol. 4, no. 1, 2020 features assonance /ə/ 1, lines 1, 8, 13, 14 the, children, garden, about, cotton /i/ 1, line 7 company, feed /ʌ/ 1, line 12 up, hut /aɪ/ 2, line 1 shine, sunshine /eɪ/ 2, line 2 rain /ɪ/ 3, line 2 with, fiercest, and wind /e/ 4, line 4 let, rest /oʊ/ 5, line 2 ocean, stone /aɪ/ 5, line 5 i, my consonance /d/ 1, line 1 children, tend /t/ 1, line 1 got, to / ð/ 1, line 2 the, clothes /n/ 1, line 5 then, chicken /t/ 1, line 7 got, to /d/ 1, line 8 garden, weed /s/ 1, line 9 shirts, press /s/ 1, line 10 tots, dress /t/ 1, line 11 to, cut /ʃ/ 2, line 15 shine, sunshine /f/, /l/ 2, line 17 fall, softly /m/, /r/ 3, line 19 storm, me, from, here /r/ 3, line 20 your, fiercest /k/ 3, line 21 across, sky /f/, /l/ 4, line 23 fall, gently, snowflakes /d/ 4, line 25 cold, and /t/ 4, line 26 let, rest, tonight /n/ 5, line 27 sun, rain /r/ 5, line 27 rain, curving /k/ 5, line 27 curving, sky /l/ 5, line 30 all, call /n/ 5, line 30 can, own syntactic level the analysis of syntactic level applied transitivity analysis by halliday's systemic functional linguistics. transitivity is the language tool to represent the speaker's experience of the real world. the arina et.al: stylistic analysis of maya angelou’s “woman work”|61 analysis starts with the choice of a verb that determines the type of process, thus participants and circumstances. the table below summarizes the transitivity patterns found in the poem. table 2. summary of transitivity processes in “woman work” processes participants verbs material actor goal got material goal shine, fall, rain, cool , blow, float, cover, glow material actor rest relational carrier attribute are additionally, this paper observed textual function of language, how a message is signposted, through pronoun used. the table below displays a summary of the pronoun used. table 3. summary of pronoun in “woman work” pronoun frequency stanza, line i 6 1, lines 1, 7, 9, 12 3, line 4 5, line 4 me 6 2, lines 1, 2 3, lines 1, 3 4, lines 2, 4 my 2 3, line 4 5, line 4 your 1 3, line 2 you 1 5, line 4 total 16 the table above shows that there are 16 pronouns employed by angelou in her poem. the presence of i and me occupy the same number in the poem, which exists 6 times. the other pronouns are my that exists twice and your and you that only exists once. discussion in "woman work" angelou attempts at emphasizing the things she has to take care. it is not only about chores, but her responsibility as a woman working at home to make sure that her family deserves her 62 | english franca, vol. 4, no. 1, 2020 best effort. the emphasis on them is utilized through assonance and consonance, as presented in stanza 1 below. i've got the children to tend line 1 the garden to weed line 8 then see about the sick line 13 and the cotton to pick. line 14 the underlined letter above has similar consonant sound, or what so-called assonance in stylistics. in the first and second lines of stanza 1, angelou emphasizes that she has to take care of not only children but also the garden. the comparison between human and nonhuman beings in both lines put children and garden the same importance to her. it is not only the human beings to be responsible for but also the non-human beings that become important for her life. the importance of non-human beings in stanza 1 is stressed by the employment of the same alveolar nasal consonant /n/ in line 14, presented by the noun cotton. the repetition of /n/ in words children, garden, and cotton is not only to make the poem easy listening, but it has a particular purpose. angelou regards the garden as a source of living. the presence of garden is not a place to escape, yet it provides living for her family. in the above stanza, the clause is presented in the form of material process, referring to the speaker’s way to construe the material world that is represented by the involvement of actor and goal as the participants (cunanan, 2011). the actor mentioned in stanza 1 is i referring to angelou as the speaker. the verbs employed to show her experience and doing are modals got and main verbs tend, feed, press, and hut. the goals involved are children company, shirts, and this hut. in stanza 1, angelou represents herself as a woman and mother who completes her tasks. an actor is the participant that uses energy to complete the actions directed to the goal. seen from stanza 1, the goals involved refer to both human beings and non-human beings. lines 2 until 8 contain verb phrases, which has the same function as children and to tend in line 1, which is as a goal and circumstance of purpose. the clothes to mend line 2 the floor to mop line 3 the food to shop line 4 then the chicken to fry line 5 the baby to dry line 6 the garden to weed line 8 the tots to dress line 10 the can to be cut line 11 arina et.al: stylistic analysis of maya angelou’s “woman work”|63 and the cotton to pick line 14 in stanza 1 above, angelou expresses goals and circumstances of purpose which have been done by the actor, woman. it signifies that a woman has tough jobs done every day. the jobs are domesticated actions related to a family’s living. the goals above are to mend, to mop, to shop, to fry, to weed, to dress, to be cut, and to pick. those purposes seem to be never-ending tasks done by the actor. the presence of circumstances in almost every line in stanza 1 reveals how strong a woman is. the jobs a woman are done over and over continuously, are presented in the long stanza above. what is interesting here is the actor that is only present once, yet the goals and circumstances of purpose are always present in almost every line. here, angelou emphasizes that her presence as a woman is not necessary to involve. she does not want to be acknowledged as an important figure in the poem, yet what is more important is the goal and purposes. in other words, family is more important than her. she wants to make sure that her family is well-taken care of regardless of the acknowledgment given by other people. stanza 2 employs nature-related terms. the repetition of vowels and consonants in the lines that contain nature-related terms emphasize how important nature is for angelou. in stanza 2, assonance is found in line 1 and 2 represented as follow. shine on me, sunshine stanza 2, line 1 rain on me, rain stanza 2, line 2 fall softly, dewdrops stanza 2, line 3 in those lines, the assonances are in the form of a diphthong. in line 1, the repetition of assonance /aɪ/ occurs in words shine and sunshine. in line 2 the repetition of sound /eɪ/ occurs in the same words rain. meanwhile, in line 3 of stanza 2 the repetition of vowel /ɔ/ occurs in words fall and softly. assonances show the way angelou begs nature hto comfort her: sun to shine on her, rain to rain on her, and dewdrops to fall softly on her. in stanza 2, consonance is found in line 1 and 3. in line 1, the consonant /ʃ/ is repeated in shine and sunshine. in line 3, the consonant /f/ and /l/ are repeated in fall and softly. shine on me, sunshine stanza 2, line 1 fall softly, dewdrops stanza 2, line 3 the same as the assonances, consonances in line 1 and 3 above also highlight the importance of nature for angelou. nature is present as 64 | english franca, vol. 4, no. 1, 2020 an important being who provides comfort for angelou after her long day of endless works as a woman. such meaning is also conveyed by the appearance of material process and the use of pronoun in stanza 2. shine on me, sunshine stanza 2, line 1 rain on me, rain stanza 2, line 2 fall softly, dewdrops stanza 2, line 3 and cool my brow again stanza 2, line 4 in line 1, the agent is sunshine and the material verb is shine. in line 2, both agent and the material verb are rain. me becomes the goal in line 1 and 2. in line 3, the agent is dewdrops, while fall performs as the material verb. in line 4, the agent is the same as that in line 3, which is dewdrops, cool is the material verb and my brow is the goal. the presences of nature-related terms, such as sunshine, rain, and dewdrops, as the agents in stanza 2 reveal that nature has the power to direct actions to angelou, a woman, and a mother. the placement of material verbs in lines 1 to 4 above emphasizes the actions nature does to angelou. here, angelou attempts at focusing on the power of nature, rather than herself as the goal. pronoun appears thrice in stanza 2. those are me in line 1 and 2, and my in line 4 as presented in the following. shine on me, sunshine stanza 2, line 1 rain on me, rain stanza 2, line 2 fall softly, dewdrops stanza 2, line 3 and cool my brow again stanza 2, line 4 all the pronoun in stanza 2 above shows how angelou places herself as the goal. as mentioned previously, angelou does not want to be acknowledged as an important figure in the poem. it is fine for angelou to be seen that way, as what is important for her is to provide a living for her family. by mentioning nature-related terms and placing herself as the goal, angelou wants to emphasize that she needs rest for a moment and the nature to comfort her during her rest before continuing her works. in stanza 3, angelou speaks about her struggles of being a woman work. this poem reflects the tragedy of the life of a slave that has to work hard routinely and only can find joy if the works are done (khan & khan, 2016). it can be seen from the repetition of vowel and consonance sounds in the stanza. the repetition of a vowel is found in line 2. the repetition of front close-mid vowel /ɪ/ appears in words with, fiercest, and wind. below is the appearance of the assonance in stanza 3. with your fiercest wind stanza 3, line 2 arina et.al: stylistic analysis of maya angelou’s “woman work”|65 stanza 3 uses consonance of each line. the display of the consonance in stanza 3 is presented as follows. storm, blow me from here stanza 3, line 1 with your fiercest wind stanza 3, line 2 let me float across the sky stanza 3, line 3 ‘til i can rest again stanza 3, line 4 the bilabial nasal consonant /m/ and palatal liquid consonant /r/ are repeated in line 1. the consonant /r/ is also repeated in words your and fiercest in line 2. in line 3, the velar stop consonance of /k/ is found in the words across and sky. while in line 4, the repetition occurs in alveolar nasal consonant /n/ in words can and again. the existence of assonance and consonance highlights the use of nature that draws the struggles faced by angelou. the struggles are expressed through the presence of words storm, fiercest wind, and sky. the struggles depicted in this stanza are also emphasized by the appearance of material process and pronoun. storm, blow me from here stanza 3, line 1 with your fiercest wind stanza 3, line 2 let me float across the sky stanza 3, line 3 ‘til i can rest again stanza 3, line 4 in line 1, the actor is storm, and the material verb is blow. it creates an image of big struggles represented by storm blows or comes to life. line 2 contains an instrument, fiercest wind. in line 3, the actor is the same as line 1, while me performs as the goal. the material verb float and the circumstances across the sky draw the journey of the woman work in facing the world that full of difficulties. in line 4, there is a material process, but the category is not an action, but happening as rest is an intransitive verb. this line depicts that the actor tells to the storm to come until she can cope with all the struggles in life and find rests. this stanza includes pronouns me, your, and i as displayed below. storm, blow me from here stanza 3, line 1 with your fiercest wind stanza 3, line 2 let me float across the sky stanza 3, line 3 ‘til i can rest again stanza 3, line 4 the pronoun your substitutes the storm that appears in line 1. the pronoun me in lines 1 and 3 shows that the poet or angelou 66 | english franca, vol. 4, no. 1, 2020 works as the goal who is affected by an action. however, the pronoun i line 4 has a function to show that angelou stands as the agent. from the presence of i and me, she represents herself as a worker who has to finish her task with facing struggles in it, and she cannot rest completely because of the task. in stanza 4, angelou still mentions nature-related terms. consonants and vowels are repeated in the lines containing naturerelated terms to highlight how important the role of nature in angelou’s life. assonance only appears once in line 4. in this line, the repetition of vowel /ɛ/ occurs in words let and rest shown as follow. let me rest tonight. stanza 4, line 4 apart from assonance, stanza 4 also includes consonance that appears in lines 1, 3, and 4. the consonant /f/ and /l/ are repeated in line 1 in fall, gently, and snowflakes. the consonance of /d/ is found in line 3 in cold and and. in line 4, the consonance of /t/ appears in let, rest, and tonight. fall gently, snowflakes stanza 4, line 1 cover me with white stanza 4, line 2 cold icy kisses and stanza 4, line 3 let me rest tonight stanza 4, line 4 using assonance and consonance, angelou shows how nature is important for her. nature exists in her life as a provider of comfort. as seen in the lines above, angelou begs snowflakes, which is a part of nature, to comfort her by covering her and let her rest. this interpretation strengthens hama’s finding that mentions how angelou thanks nature to help her face the difficult life as a woman (hama, 2017). the present research improves hana’s research in the way phonological features also contribute to the significance of language to the poem interpretation. while hama’s research used figures of speech and punctuation, this research employs assonance and consonance to figure out the importance of nature in the representation of a woman work’s life. the representation of the process and the use of pronoun in stanza 4 also convey such meaning. fall gently, snowflakes stanza 4, line 1 cover me with white stanza 4, line 2 cold icy kisses and stanza 4, line 3 let me rest tonight. stanza 4, line 4 the actor in those four lines is the same, snowflakes. the instrument is white cold icy kisses though they are in different lines. in arina et.al: stylistic analysis of maya angelou’s “woman work”|67 line 4, the material verb, happening, also appears with the goal me and time tonight. the presence of snowflakes as the actor in stanza 4 shows that nature is a powerful being in angelou’s life, as mentioned in stanza 2 that nature has the power to direct actions to angelou. the material verbs, such as fall, cover, and rest, exist to emphasize the actions of nature to angelou. the same as in stanza 2, angelou places herself as the goal, as shown in line 2 and 4 by the word me. by placing herself as the goal, angelou wants to shift the focus on nature rather than herself for she does not want to be acknowledged as an important figure in the poem. in stanza 4, the pronoun appears twice. those are me in lines 2 and 4 as shown in the following. fall gently, snowflakes stanza 4, line 1 cover me with white stanza 4, line 2 cold icy kisses and stanza 4, line 3 let me rest tonight. stanza 4, line 4 the pronoun me in lines 2 and 4 are the representation of angelou, who places herself as the goal. by doing so, she wants to emphasize that she is only a receiver of comfort from nature, not an important figure at all. what important for angelou is to provide a living for her family and in between that, she needs a rest or “an escape” for a while to seek comfort from nature. in line with yustisiana (2018), nature is portrayed as the object of escapism in the poem. nature provides comfort to angelou when she rests for a while after doing her endless chores as a woman and a wife (yustisiana, 2018). the word tonight mentioned in line 4 indicates that angelou only asks for a brief time to rest before continuing her chores. thus, it is safe to say that nature is an escape for angelou, who gives strength to face her world as a woman and a wife who have to finish her chores. in stanza 5, the consonant /n/ is repeated in lines 27 and 30. other than the consonance of /n/, the consonances of /r/ and /k/ are also spotted in line 27. while in line 30, the consonance of /l/ is spotted. below is the appearance of consonances found in line 27 and 30. sun, rain, curving sky stanza 5, line 27 you're all that i can call my own stanza 5, line 30 consonances found in stanza 2, 3, and 4 highlight the naturerelated terms. the nature-related terms are to show how nature comfort angelou after doing her chores. as mentioned in line 30 above, 68 | english franca, vol. 4, no. 1, 2020 nature is the only thing that is always there for her, the only thing that "she can call her own". in stanza 5, there is a relational process, particularly to show possession. here is the stanza. sun, rain, curving sky stanza 5, line 1 mountains, oceans, leaf and stone stanza 5, line 2 star shine, moon glow stanza 5, line 3 you’re all that i can call my own. stanza 5, line 4 the possessor is in the form of a noun phrase, all that i can call my own, while the possessed are the nouns in lines 1 to 3. the use of this process shows that the possessor, referring to woman, has no one to accompany her daily work but nature. the use of nature in this poem is the bridge into escapism (yustisiana, 2018). nature has a great effect on this poem. nobody can limit the freedom of nature. as a worker, she cannot go anywhere and cannot feel free as an individual. then, the woman imagines the freedom that she might have through nature. in addition to that, nature-related terms are mentioned throughout the poem from stanza 2 until 5 to show how important the role of nature in angelou’s life. angelou is thankful for nature as “they all that she can call her own” (hama, 2017). nature is the only thing that accompanies and comforts angelou during her break. conclusion the findings of assonance deliver to specific interpretations. firstly, through the repetition of sounds, angelou tries to gain the readers' attention to the wording of the poem. secondly, the assonance highlights the words connected to a mother and woman work. thirdly, the assonance appeared in metaphors represented in the form of nature lexical terms. this paper concludes that consonance is the prominent feature in the phonological level as it appears in every stanza in the poem. consonance highlights the endless chores done by women in stanza 1. in stanza 2 until 4, consonance is used to highlights nature-related terms. this paper concludes that all language levels can be applied to interpret angelou's "woman work" as each level cannot be analyzed separately. the presence of the phonological level is proven to overlap the lexical level, seen from the choice of assonance and consonance in the figures of speech. the presence of the syntactic level is also an unavoidable analysis of the graphological level. arina et.al: stylistic analysis of maya angelou’s “woman work”|69 suggestions for further improvement of stylistic analysis, the researcher would like to suggest other researchers conduct researches using stylistic analysis in different objects. since angelou discusses interesting topics in her poems, such as nature and equality, the objects can be other angelou’s poems that discuss similar topics. the objects can also be the poems by different authors, or other literary works that have not been analyzed previously. in addition to that, the researcher also suggests other researchers broaden the researches by extending the language levels. this research is done only in four language levels; thus, it is preferable for further researches to apply more language levels in analysis. by applying more language levels, a thorough result of the meaning of the poem can be achieved. references barry, p. (2002). beginning theory: an introduction to literary and cultural theory. manchaster: manchaster university press. budiharto, r. a. (2014). stylistic value of deixis in some selected poems of edgar allan poe. in 3rd eltlt international conference proceedings (pp. 629–636). cunanan, b. t. (2011). using transitivity as a framework in a stylistic analysis of virginia woolf’s old mrs. grey. asian efl journal, 54, 69–79. hama, b. s. (2017). self-presentation in selected poems of maya angelou. international review of social sciences, 5(2), 123–128. hameed, a. m., & al-sa’doon, s. (2015). a study of stylistic deviation in maya angelou’s still i rise. european academic research, iii(6), 6563–6586. isti’anah, a. (2018). mental processes of the main character in jhumpa lahiri’s interpreter of maladies. language circle, 12(2), 213–226. https://doi.org/10.15294/lc.v12i2.14180 khan, a. b., & khan, m. y. (2016). stylistic analysis of the poem “woman work” by maya angelou. international journal of institutional & industrial research, 1(2), 10–14. leech, g., & short, m. (2007). style in fiction. harlow: pearson. 70 | english franca, vol. 4, no. 1, 2020 li, f., & tao, r. (2018). transitivity analysis of j. k. rowling‘s commencement address at harvard university. international journal of languages, literature and linguistics, 4(3), 208–225. https://doi.org/10.18178/ijlll.2018.4.3.176 mukhtar, k. (2017). stylistic analysis of ted hughes’ poem: “the casualty". research journal of english language and literature (rjelal), 5(4), 394–401. verdonk, p. (2002). stylistics. oxford: oxford university press inc. yuqiong, z., & li, f. (2018). transitivity analysis of david cameron’s speech in retaining scotland. international journal of language and linguistics, 6(3), 70–79. https://doi.org/10.11648/j.ijll.20180603.13 yustisiana, r. a. (2018). elements of nature as the object of escapism in maya angelou’s “woman work.” journal of language and literature, 18(2), 158–167. english franca vol 1 no 01 tahun 2017 page 45 p-issn 1494238293, e-issn 1494237782 the effect of peer review on students’ argumentative essay writings yen polisda stba prayoga padang ypolisda@gmail.com abstract this article reports the effectiveness of peer review on students’ argumentative essay compared to teacher review. the rationale of conducting peer review is that students have problems in making use of the feedback given by teachers, and teachers have problems in giving feedback due the large class and time constraint. after carrying out this experimental research for two months, the research hypothesis was tested by applying t-test. the calculation revealed that t-observed could exceed the ttable. it means that the research hypothesis was statistically accepted, and null hypothesis was rejected. it proved that peer review was more effective on improving students’ argumentative essay writing. in addition, peer review facilitated collaborative learning and stress -reduced activity and helped students be self-reviewers as well. consequently, peer review improved student’s ability in writing argumentative essays. keywords: peer review; effect; argumentative essay writing introduction essay writing is at the center of teaching and learning in studying english as a foreign language. at university level, students’ knowledge and understanding are largely exhibited and valued through the medium of essay writing (coffin et al., 2003). this importance of the essay writing is due to a variety of purposes. it is used as assessment in which students are required to produce essays or to take written examination. it is an aid to critical thinking and understanding memory. it is to extend students’ learning beyond teachers and to improve students’ written communication skills. it is also to train students as future mailto:ypolisda@gmail.com english franca vol 1 no 01 tahun 2017 page 46 p-issn 1494238293, e-issn 1494237782 professionals in particular disciplines (goldfinch, 2006). in short, those five purposes make essay writing widely used at university level. however, writing essay is still difficult for some of the students.the interview conducted to stba prayoga strudents revealed that they faced four problems in the process of producing an essay. the first problem was that some students had nothing to write due to the anxiety of their spelling and their ability to construct sentences and paragraphs. the second problem was that some students are lack of familiarity with the criteria to make a good essay. the third one was that the students were not accustomed to reviewing their own writing. this self-review could be achieved as the students have experienced in reviewing other’s essay. the last one was that some students cannot make sense of the teacher feedback to their writing due to some reasons. first, teachers gave feedback only at the students’ final copy. as the result, students did not have any opportunity to revise their essay based on the teacher feedback and it is just ignored. second, the words used such as well made, good or poor were confusing. last, the feedback was given most on the mechanics of the language. in short, having nothing to say, lack of familiarity with the criteria, and being unable to make sense of the teacher feedback were some common problems faced by students in producing an essay. like students, teachers also faced some problems in giving feedback to the students’ essay due to the large class and time constraint. having many students in the classroom made teachers not have enough time to respond to the process of the students’ essay. this means that although they had a strong desire to respond to students’ essays individually while they were under the development. time limitation was a big problem. as the result, some teachers gave feedback to the final product only. giving feedback at the final copy only made teachers play a role as examiners who only marked the paper and make decision about the grade. therefore, some of them asked someone else to write for them or copy others’ essay just for a good mark. in relation to the problems above, involving students in reviewing each other’s essay, which is called peer review, needs to english franca vol 1 no 01 tahun 2017 page 47 p-issn 1494238293, e-issn 1494237782 be considered as one of the effective ways to improve students’ essay writing. peer review that allows students to respond and correct each other’s written output may make sense to many language teachers and student writers. this is based on the demand that the teachers should focus not only to the product, but also to the processthe steps taken by students to achieve a final copy. theoritical framework argumentative essay there have been some ideas of argumentative essay proposed by some experts. harmer (2004a) state that argumentative essay is one type of the essays with the purpose to convince readers by appealing readers’ logic and emotions. convincing needs proves and arguments (coffin, et al., 2003) to prove a particular point, demonstrate understanding, and show a perspective, a position or stance on something. without strong proves aand arguments, argumentative essay cannot meet its purpose, that is, to convince. arguments used to convince need students’ deep undertanding and analysis on one particular topic. therefore, this essay, according to coffin et al., (2003) is the most common labeled type of the essays in higher education for four reasons. the first one is that it expects students’ interpretation about a topic. the second one is that it requires students to seek for evidence for their arguments. the third one is that to arrive at an argument, students need to think across disciplines. the last one is that it should be persuasive. it is clear that the students’ interpretation, evidence for arguments, ideas synthesized from across disciplines, and persuasion are highly demanded at university level as university students need to actualize their understanding of subjects studies. displaying ideas in argumentative essays is organized in one of three ways. first, exposition, with the purpose to put forward a point of view, uses arguments and evidence to support the writer’s position. second, discussion, with the purpose to argue the case for two or more points of view, starts with a controversial issue. the english franca vol 1 no 01 tahun 2017 page 48 p-issn 1494238293, e-issn 1494237782 two or more perspectives forms of the issue are explored by reaching a position stated in the concluding paragraph. last, challenge, with the purpose to argue against a point of view or argument, contains a series of rebuttal arguments and supporting evidence before putting forward the writer’s overall arguments (coffin et al., 2003). in brief, an argumentative essay can be organized in one of the three ways; exposition, discussion, or challenge to show students’ interpretation on one subject or an issue. those three types are organized into at least three paragraphs consisting of introduction, body, and conclusion. harmer (2004) identifies the introductory paragraph, the body, and the concluding paragraph as the organization of the argumentative essay. the introductory paragraph shows the object of analysis, the background to the thesis statement, and the thesis statement. the body consists of some arguments and evidence to support the arguments. the conclusion can be arrived by retracing the steps, restating the thesis statement, and suggesting some points to make the arguments stronger. in conclusion, since an argumentative essay is the most widely used at university level, understanding its organization and its process is necessary. the argumentative essay organization includes the introductory paragraph with a thesis statement, the body to support the thesis statement, and the concluding paragraph.this argumentative essay organization is used as the indicators in framework for argumentative essay test. the argumentative essay, which has three types, should meet some criteriaintroductory paragraph, supporting reasons and arguments, evidence and examples, mechanic of writing, knowledge and understanding, and concluding paragraph. the process of the argumentative essay consists of prewriting, drafting with the revision of draft on development, organization, and elaboration of ideas, reflection, and editing on proofread. within those processes, peer review is done in drafting and in editing on proofreading. briefly, understanding the organization and the process of the argumentative essay aims at producing a good argumentative essay. english franca vol 1 no 01 tahun 2017 page 49 p-issn 1494238293, e-issn 1494237782 peer review some writers and researchers use different terms for peer review. it names peer response, peer suggestion, peer revision, peer comment and peer evaluation (ong & zhang, 2010). the terms for the student who reviews are the peer student ((ferris, 2007), the reviewer (coffin et al., 2003) and the peer reviewer (coffin et al., 2003). the terms for the student who writes the paper are the author (coffin et al., 2003), the student writer (harmer, 2004b); (coffin et al., 2003)). based on those different terms, the peer reviewer, for the student who reviews, and the student writer, for the student who writes, are used in this research. the importance of peer review in writing has been studied by some researchers. cowan (2004) observed that the involvement of peer in evaluation helped to reduce the students’ mistakes in the anthropology written exercise. ferris (2007) found that students agreed to apply peer preview on the first draft (vocabulary choice, organization, writing style, and ideas) and the final one (spelling, punctuation, and grammar). these studies students’ mistakes on the mechanics of language can be minimalized by conducting peer review activity. in relation to the importance of peer review in writing, other researchers have done some studies to find out the effect of peer review on students’ writing achievement. a study by topping, smith, swanson (2000) to students of psychology indicated that peer review had positive and negative effects. the positive effect was that it was effective in improving the quality of the students’ academic writing, while a time consuming was the negative one. a study by (min, 2005) to 18 taiwanese students found that peer review affected self-monitoring and confidence as readers and reduced the percentage of students’ surface level mistakes – noun, verb, punctuation, word form, and preposition. peer review is the students’ feedback to other students’ writing by responding and correcting (coffin et al., 2003) and (harmer, 2004b). in responding, students do not only say the weak points, but also the strong ones. these could be done by giving the english franca vol 1 no 01 tahun 2017 page 50 p-issn 1494238293, e-issn 1494237782 statements of compliment (for the strong points) and questions (for the weak points). “i enjoy reading your work, especially your solution to the problems” is an example for the strong points and “why did you start with the story about the bus late? you could have begun, instead, with the problem of public transport in general” is an example for the weak point. in correcting, students indicate other students’ mistakes by using symbols in syntax (word order), concord (grammatical agreement between subjects and verbs), collocation (words which live together) or word choices. chisholm (2006) suggests that correcting should come later as focusing too early mechanical aspects of writing detracts attention from rethinking and restructuring. in sum, responding and correcting in peer review facilitates students to give feedback to others’ writing in the form of discussion rather than in the form of judgment. the students’ discussion in peer review promotes confidence in students’ ability in writing. the confidence will be achieved as the students learn from the work of others. the students, then, can interpret and compare their own writing based on the review of others (coffin et al., 2003). in other words, students can learn by reviewing each other’s writing to improve their own writing. the review is usefully done in drafting and re-drafting ((harmer, 2004b); (diab, 2006); (russell, 2006)). in drafting or in the first draft, peer review is on vocabulary choice, organization, writing style, and ideas. in re-drafting, word order, concord, collocation, spelling, punctuation, and grammar are reviewed. in short, the peer review is conducted while the students’ writings are under development. the responses in peer review could be in written and spoken (chisholm, 2006). written responses allow the peer reviewer to create appropriate responses and the student writer to refer to them back after the review session. spoken responses stimulate more ideas and collaboration. furthermore, coffin et al., (2003) specify that responses given to student writer’s first and second drafts may take the form of oral or written comments for english franca vol 1 no 01 tahun 2017 page 51 p-issn 1494238293, e-issn 1494237782 revision. in short, two forms of responses in peer review are written and spoken to make a warm response. peer review in writing has some advantages. it provides an opportunity for the students to experience cooperative learning (chisholm, 2006). according to christison (2002), cooperative learning can certainly be done due to uniqueness of the brain. he further states that teachers can address this uniqueness by allowing students to work with peers to assess their own works. furthermore, in cooperative learning, the students share and defend ideas to one another and are motivated to increase the learning of others (ghaith, 2002).this sharing and defending ideas leads to cooperation to arrive at one idea, at correction, and at improvement the students’ own writing. in brief, peer review in writing allows students to experience the peer cooperation for the improvement of their own writing. moreover, peer review is a stress-reduced activity. students may check, discuss, and evaluate their work with peer students without being afraid of the grade from teachers (yang, badger, & yu, 2006). in such activities, students are free to share and defend their ideas for the improvement of their writing. if the students make many mistakes, for example, the mistakes will not influence their grade. briefly, peer review is an enjoyable activity. peer review also helps students be self-reviewer by correcting friends’ grammatical mistakes. some grammatical mistakes, for example, word forms, diction, spelling, functional position of words, punctuation, and conjunctions, are some common mistakes made by many students and are easily found and are corrected by peer students (diab, 2006). such mistakes make readers difficult to get the idea of the students’ overall writing (richard, 2002). the students, therefore, have to learn to reduce them through peer review. learning to reduce the grammatical mistakes in peer review can be done by finding and correcting friends’ mistakes. finding and correcting peer’ work is just like finding and correcting the students’ own mistakes. this idea is in line with the idea stated by (bruce, shanti and rafoth, 2004) who state that peer review helps students become proficient-self english franca vol 1 no 01 tahun 2017 page 52 p-issn 1494238293, e-issn 1494237782 editors. in conclusion, the aim of peer review in writing lies in helping students to be selfreviewer. teacher review teacher review is the feedback given by the teachers in commenting, responding, and correcting to student’ writing (coffin et al., 2003); harmer, 2004; (burgess, sally & head, 2005). this aims at suggesting ways for students to improve their writing. to achieve this aim, teachers spend much time and energy in providing feedback to students’ writings. comments on students’ essay can be in some words describing the quality of the students’ essay such as very well, quite well, ok, not very well, and badly (burgess, sally & head, 2005). however, coffin et al., (2003) who question the usefulness of such comments argue that they turn out students into confusion by two reasons. first, students do not recognize what they have done exactly relating to such comments. second, students do not know how to make sense such comment for the future essay. responding students’ essay is strongly suggested in oral form. one way is by using face-to-face discussion (coffin et al., 2003). however, burgess, & head (2005) argue that it is a timeconsuming. teachers are sometime uneasy spending much time talking with one student, while others are working individually in silence. the other way is one way-to whole class interaction as suggested by burgess & head (2005). after reading all of the students’ essays, the teacher tells the strong and weak points that most students have made on vocabulary choice, organization, writing style, and ideas. the teacher then gives suggestions to the weak points. unlike in responding, in correcting, the teacher concerns much on the mechanics of the language which can be done in seven ways. first, selective correction focuses on correcting certain aspects. in other words, not all mistakes are corrected. second, using marking scale means giving marks 10, for example, for each category chosen (such as grammar, vocabulary, coherence, or english franca vol 1 no 01 tahun 2017 page 53 p-issn 1494238293, e-issn 1494237782 cohesion). third, correction symbols such as s for spelling mistakes, and wo for a mistake in word order are used to encourage students to think about what the mistakes are, so that they can correct them themselves. fourth, reformulation is a way of showing to write more correctly. instead of asking them to find the mistakes and correct them, the teacher writes the correct ones. fifth, asking students to refer to a dictionary or a grammar book they have is also useful. if, for example, the student writes i am not interested with sailing, the teacher can suggest that the student consult grammar book see page 20. sixth, face-to-face interaction can be done by teachers if it is impossible to understand exactly what has been written. last, remedial teaching is done when many students make the same mistakes. among seven of kinds of corrections, marking is frequently used in a large class (harmer, 2004b). to achieve an effective teacher review, martin (2006) states the effective ways in which efl writing teachers can help students to be better writers. one is by helping students get rid of negative attitudes towards writing through the freewriting process. another is by giving them feasible writing assignment and complete with specific instruction. still another is by giving specific feedback and correction written and oral. the other is by giving patience and care. in short, those four ways need to be considered by teachers to help students to be better writers. research methodology in this experimental research, pretest-posttest control group design was used. a pretest was given to both groupsexperimental and control groupto see if the groups were essentially the same on at the start of this research. at the end of the treatment the posttest was administered to both groups receiving a different treatment, peer review and teacher review. the posttest scores of the experimental and control groups were compared to determine the effectiveness of the two treatment groups (gay & airasian, 2000). english franca vol 1 no 01 tahun 2017 page 54 p-issn 1494238293, e-issn 1494237782 the sample of this research, 27 students in experimental group and 30 students in control group, were selected by cluster random sampling. the instruments used in this research were pretest and posttest. the pretest was administered once on the topic about tv or not to see whether they were at the same ability at the start of this research or not. unlike the pretest, the posttests were administered twice with different topics. giving two different topics for the students in this research was the best choice to anticipate those sources of errors.the first topic was about fuel price increase. the topic for the second one was about reading fictional works. the sources for these two posttests were taken from the english news paper “the jakarta post” the data were collected through the students’ argumentative essay writing tests, made by the researcher, administered twice, and scored by different reviewers, from both groups after two months of different treatment. each of the students was asked to write an argumentative essay from each topic consisting of one introductory paragraph, not more three paragraphs in the body, one concluding paragraph, and references. as the data had been collected, they were analyzed by some analysesthe normality testing, the homogeneity testing, and the hypothesis testing. these three kinds of the testing need to be in analyzing the data in the research which are designed to see the effectiveness of the two group treatments (sugiono, 2006). results as the purpose of this research was to find out whether peer review was more effective than teacher review, statistically it was found that peer review gave better effect on improving students’ argumentative essay writing then teacher review. the calculation of t-test indicated that , tobserved yielded 2.94. the total case degree of freedom was 55 ((27-1) + (30-1)). ttable at the .05p level and 60 degree of freedom (the closest df) results in a figure of 2.00. this calculation reveals that t-observed could exceed the ttable. in short, the hypothesis testing was described in the following table: table 1. the result of the calculation of the hypothesis testing variable n mean the ttinterpretation english franca vol 1 no 01 tahun 2017 page 55 p-issn 1494238293, e-issn 1494237782 closest df observed table peer review 27 34.82 60 2.94 1.67 t. observed > t-table. therefore, there is a significance difference. teacher review 30 31.47 there are some possible explanations for the statistical result found in this research. first, the students treated in peer review were motivated to revise their first and second drafts. this was due to the opportunity to share and defend their ideas about their own essays. the student writer and peer reviewers eagerly told each other about what they had written and what they meant cooperatively. they were free to discuss each other’s weaknesses. as they had arrived at one idea, they started to improve their essays. unlike in peer review, in teacher review students did not have such opportunity since they had to revise by themselves based on the symbols given by the teacher. therefore, this finding is consistent with the theory proposed by (chisholm, 2006), (christison, 2002) and (ghaith, 2002) who confirm that peer review creates cooperative learning in order to improve students’ writing. it was also found that during peer review, whenever either the student writer or peer reviewers made mistakes, they were not afraid of the score from the teachers. they sometimes laughed at one another when they realized that they had made some mistakes. they also frequently shook hands to each other after they successful arrived at one idea by referring to the books they had. in other words, they really enjoyed revising their essays. however, in teacher review the students, who were worried about their marks or about the low marked written on their essays by the teacher, seemed not to enjoy revising their essays based on the symbols given by the teacher. in short, this finding supports theorists -(yan, 2005) who believes that peer review can lower the students’ filter in writing as it is stated in review of the related literature. english franca vol 1 no 01 tahun 2017 page 56 p-issn 1494238293, e-issn 1494237782 moreover, the finding indicated that the few weeks before this research ended, the majority of the students treated by peer review were able to revise their own writing. those students were more successful in reviewing friends’ argumentative essays, and they made more review to their own works. this was proved by the students’ final copies. their final copies were handed in only by little suggestion from the peer reviewers. even some of them were able to come directly to the final copy. contrary, the majority of the students treated by teacher review still made more mistakes in their final copy, especially in the mechanics of the writing. they sometime did not know how to improve their essay based on the symbols given by the teacher even though the teacher , in one to whole class interaction, had informed what mistakes they made most and how to improve them. in sum, this finding was relevant to the idea that peer review makes students skillful in reviewing their own essays as stated by (diab, 2006). in relevance to four problems in peer review stated by harmer (2004), and coffin et al., (2003), it was found that two problems existed only in the beginning of this research, one remained until this research ended, and the other was not discovered. one of two problems existed in the beginning of this research was that some students were reluctant to show their essays to others as well as to give impression to others’ essay for fear of hurting the other students’ feeling. the second one was that some students did not take into account the peer’s suggestions. these students came in front of the class asking for the teacher’s approval. in this case the teacher used the books that the students had to overcome such a problem. the problem remained was that few students were not focused on peer review activity. in this condition, peers just let them and joint another group. that not all students can work was not discovered in this research. this was because the students were free to choose their group members and they could change their group members any time. it was contrary to diab’s finding (diab, 2006) which indicated that vocabulary choice, organization, writing style, and ideas were reviewed on the first draft and spelling, punctuation, and grammar were reviewed on the second one. the students in this research were able to review at once. this was due the fact that english franca vol 1 no 01 tahun 2017 page 57 p-issn 1494238293, e-issn 1494237782 the students’ reviewers were able to make use of the review from the peer reviewers. concerning this condition, students only reviewed one another’s argumentative essay once only. therefore, in this research it only took only one meeting for peer review activity. to sum up, statistically, peer review is more significant than teacher review on students’ argumentative essay. out of this empirical finding, some findings support some theories, and some were not. collaborative learning, a stress-reduced activity, and selfreviewer were relevant to the theories. of four problems, three were found, and one was not discovered. the research finding about reviewing on the first and second drafts was contrary to the findings of this research. conclusions and suggestions after carrying out the experiment for two months, the finding indicates that peer review gives better effect on students’ argumentative essay than the teacher review. this effectiveness has been proved statistically by the calculation of t-test. the result of the calculation indicated that tobserved could exceed the ttable. referring to this result, the research hypothesis is accepted. in addition to such finding, other findings were that some theories were supported in this research, but some others were not. the benefits of peer review -collaborative learning, a stressreduced activity, and self-reviewerwere relevant to the theories. of four problems, two problems-reluctance of sharing expressions to others and rely on the teacher-s approvalexisted only in the beginning of this research. one problem-not focusing on peer review activityremained. the other problemnot willing to work with otherswas not discovered in this research. those benefts were achieved by training students what to look for, letting them know the criteria to evaluate, grouping, and having clear procedures. students, then, are also trained to identify strong points, not only the weak ones. consequently, peer review facilitates students to learn from each other for continuous improvement of their writing skill. english franca vol 1 no 01 tahun 2017 page 58 p-issn 1494238293, e-issn 1494237782 briefly, peer review was more effective than teacher review on students’ argumentative essay. involving students in reviewing each other’s essay, which is called peer review, needs to be considered as one of the effective ways to improve students’ essay writing. peer review that allows students to respond and correct each other’s written output may make sense to many language teachers and student writers. this is based on the demand that the teachers should focus not only to the product, but also to the processthe steps taken by students to achieve a final copy. short biography yen polisda is a native padangese educated in teaching english. she obtained her doctoral degree in education of science focused on teaching english from state university of padang. yen now lectures english at stba prayoga padang while continuing to develop the concept of fun with literacy. highly passionate with literacy, she enjoys teaching english for variuos purposes in the realm of promoting literacy while doing a number of research in writing. references bruce, shanti and rafoth, b. (2004). a guide for writing center tutors. portsmouth: boynton/cook publishers, inc. burgess, sally & head, s. (2005). how to teach for exams. london: pearson education limited. chisholm, r. m. (2006). introducing students to peer review of writing. writing across the curriculum, 3(1). retrieved from www.colostate.edu/journal/ vol 3/chisholm christison, m. a. (2002). brain-based research and language. teaching. english teaching forum., 40(2). coffin, c., curry, m. j., goodman, s., hewings, a., lillis, t. m., & swan, j. (2003). teaching academic writing a toolkit for higher english franca vol 1 no 01 tahun 2017 page 59 p-issn 1494238293, e-issn 1494237782 education. teaching academic writing. http://doi.org/10.1080/07294360701494286 coleman, c. (2003). simple steps to successful revision in l2 writing. writing across the curriculum, 3(1). cowan, j. (2004). building students’ writing and evaluation skills: developing reflective self and peer assessment. university of sussex, falmer, brighton. retrieved from http://www.csap.bhem.ac.uk/resources/project_reports/findings/ diab, r. l. (2006). error correction and feedback in the efl writing classroom. english teaching forum, 40(3). ferris, d. (2007). preparing teachers to respond to student writing. journal of second language writing, 16(3), 165–193. http://doi.org/10.1016/j.jslw.2007.07.003 gay, l.r. &airasian, p. (2000). educational research: competencies for analysis and application (6th ed.). new jersey: prenticehall, inc. ghaith, g. (2002). using cooperative learning to facilitate alternative assessmentno title. english teaching forum, 40(2). goldfinch, m. (2006). is academic writing another language to be learnt? retrieved from http//www.nceltr.mq.edu.au. harmer, j. (2004a). how to teach writing. edinburgh: pearson education limited. harmer, j. (2004b). how to teach writing. edinburgh: pearson education limited. martin, d. (2006). how to be an effective efl writing teacher. retrieved from http//www.elfress.com min, h.-t. (2005). training students to become successful peer reviewers. retrieved from http//min.edu.au/prospect/17/pros 17. english franca vol 1 no 01 tahun 2017 page 60 p-issn 1494238293, e-issn 1494237782 ong, j., & zhang, l. j. (2010). effects of task complexity on the fluency and lexical complexity in efl students’ argumentative writing. journal of second language writing, 19(4), 218–233. http://doi.org/10.1016/j.jslw.2010.10.003 richard, j. c. (2002). methodology in language teaching. cambridge: cambridgeuniversity press. russell, a. a. (2006). calibrated peer review: a writing and critical-thinking instruction tool. retrieved from www.aaas.org/publication/books-reports/ccli/pdfs/03sucpeds-russell sugiono. (2006). metode penelitian kuantitatif, kualitatif, and r&d. bandung: alfabeta bandung. topping, k. j., smith e.f, swanson, and e. (2000). formative peer assessment of academic writing between postgraduate students. assessment & evaluation in higher education, 25(2). yan, g. (2005). a process genre model for teaching writing. english teaching forum., 43(3). yang, m., badger, r., & yu, z. (2006). a comparative study of peer and teacher feedback in a chinese efl writing class. journal of second language writing, 15(3), 179–200. http://doi.org/10.1016/j.jslw.2006.09.004 english franca vol 1 no 01 tahun 2017, stain curup page 1 p-issn 2580-3670, e-issn 2580-3689 speaking and writing assessment applied by english lecturers of state college for islamic studies (stain) at curup-bengkulu jumatul hidayah, m.pd. stain curup-bengkulu hidayah_jumatul@yahoo.com abstract an appropriate type of assessment and rubric gave best description about students’ progress and achievement as well. therefore, the aims of this research were to find out:1) speaking and writing assessment implemented by english lecturers related with the types of assessment 2) the way lecturers constructed speaking rubric in assessing students’ speaking. 3)the way the lecturers constructed writing rubric in assessing students’ writing and 4)the use of information from speaking and writing assessment for lecturers as a feedback to students. this research was conducted under descriptive design. it involved 5 lecturers. the data were taken from observation, document and interview. the results of this research are: 1) there were 9 types of speaking assessment used; question and answer, instruction and direction, paraphrasing, role play, conversation, discussion, picture-cued storytelling and retelling story. there were 5 types of assessment used by writing lecturer those are; paraphrasing, paragraph construction, strategic option, editing task and essay writing. 2) all lecturers who taught speaking i, ii, and iii constructed and used analytic rubric for speaking assessment. 3) most of them used analytic scoring rubric in assessing writing, 4) the feedback is mostly used by the lecturers for assigning grades and motivating students to study. keywords: speaking, writing, assessment introduction providing and applying the assessment for speaking and writing appropriately might help the teacher in observing and deciding students’ strength and weaknesses that would be needed for further consideration in setting the material and classroom english franca vol 1 no 01 tahun 2017, stain curup page 2 p-issn 2580-3670, e-issn 2580-3689 activities. teacher prepares the assessment along with the material for teaching itself. the result of assessment can be used for some purposes in teaching, such as; first, to check the students' progress in the sense that it should give teachers feedback on their students’ performance at different stages of the course. second, to encourage students in achievin their goals in learning. it should also be a way of giving students regular feedback so that they are aware of their excellence or their failures (brindley cited in nunan, 2003: 321). therefore, the teacher would get information about the progress and achievement of students if the assessment that he/she uses related with what would be assessed. finally, assessment can be used to evaluate the teaching/learning process: it should give teachers basic information about how successful the teaching is, so that they can see whether the approach is correctly implemented, the aims of the course are appropriate, the materials used are relevant, and whether the assessments have been done properly. by having the information from assessments, language teachers especially speaking and writing lecturers can get the real information and can make a necessary decision or action before it is too late and plan remedial work for those areas of difficulty encountered by the students. the demand to examine students’ speaking ability with correct judgment leads the teacher to find and use an appropriate assessment of it. as o’malley and pierce, (1996: 57) say one of the major responsibilities of working with the english language learner is to enable students to communicate effectively through oral language. consequently, learners often evaluate their success in language learning as well as the effectiveness of their english course on the basis of how well they feel they have improved in their spoken proficiency. hence, many language learners regard speaking ability as the measure of knowing a language. speaking task and assessment work in harmony as the task is not only used to practice speaking but also to assess students’ ability and achievement at the same time. thus, it is well understood that types of speaking assessment are known as speaking task as well. o’malley and pierce (1996:69-87) classify types of speaking assessment into oral interview, picture cued, radio broadcasts, video clips, information gap, story/text telling, english franca vol 1 no 01 tahun 2017, stain curup page 3 p-issn 2580-3670, e-issn 2580-3689 role play/ simulation, and debate. those can be given to assess students speaking individually where they speak alone as personal intention or in pair and group as a way to interact to others. hughes (2003:119-122) classification is quite the same with o’malley and pierce but they add interpreting, prepared monolog, reading aloud, discussion, response to audio/video recording, described situation, simulated conversation as choices for assessing students speaking. in assessing writing, on the other side, the test maker or teacher will spend a time to read students’ writing before deciding to put the score. but the process of writing assessment has been done long before the assessment is composed. the teacher or test maker should first, decide how the test would be assess and what criteria that would become indicators for judging good writing. weir (1990: 73) states the writing component of any test should concentrate on controlled writing tasks where features of audience, medium, setting, and purpose is chosen appropriately including the scoring criteria and trained examiner. weir gives a signal that when the examiner (usually a teacher) has decided about how to assess writing skill, and scoring criteria, he/she should know how to examine students’ writing using such scoring criteria. the rubric which is used to test speaking is usually holistic, analytic and annonated scale. writing assessment is quite the same with speaking, weigle (2002:110-120) classifies the writing rubric or scale into three rubrics namely: primary trait scale, holistic scale and analytic scale. in the case that lecturers use the assessment and rubric appropriate to assess speaking and writing but a bit careless or incapable in understanding of constructing the rubric and how to interpret the result into fine conclusion, there might be an imbalance both students’ speaking and writing ability on the paper (competence) and what can be seen in barely eyes (performance). thus, the phenomenon that some students have a high score in speaking and writing and pass the test but have poor speaking and writing performance will probably occur. this evidence has a great impact to students (directly), teacher, and institution as well (indirectly). the students will think that there is nothing wrong with their ability to speak and write while teachers assume that they have done their best. institution, then, excuses that it is related english franca vol 1 no 01 tahun 2017, stain curup page 4 p-issn 2580-3670, e-issn 2580-3689 to the input and not the process of teaching learning itself. it will cause a dead circle if teacher and authorities as the representation of institution remain calm and silence. therefore this study was conducted to find out the speaking and writing assessment applied by lecturers which is distributed into these questions: 1. how are speaking and writing assessment implemented by english lecturers related with the types of assessment? 2. how do lecturers construct speaking rubric in assessing students’ speaking? 3. how do lecturers construct writing rubric in assessing students’ writing? 4. how is the information from speaking and writing assessment used by lecturers as a feedback to students? theoritical framework speaking assessment according to brown and abeywickrama (2010: 187-215) statement that the classification of types of speaking assessment are related with the micro-skill and macro-skill that would be measured. thus, using the same types of assessment by the lecturer is neglecting the function and specification of speaking assessment itself. writing assessment hughes (2003: 93) states that writing tasks should be well defined that candidates should know just what is required for them (hughes, 2003:93). so, if the students are introduced about the description or the learning goal of writing what they are expected to do, they would have a chance to achieve the goal and at the end ability to do so. in addition, weir (1990: 73) states that the writing component of any test should concentrate on controlled writing tasks where features of audience, medium, setting, and purpose is chosen appropriately including the scoring criteria and trained examiner. it can be concluded that she has lack of knowledge about assessing writing and writing components and it strengthen by the fact that the score is not clearly distinct the lowest and highest achievement of students. english franca vol 1 no 01 tahun 2017, stain curup page 5 p-issn 2580-3670, e-issn 2580-3689 research method this research was conducted under the descriptive design that it aims to describe the current condition of how were speaking and writing assessments applied by lecturer in assessing students’ speaking and writing in english department of stain curup bengkulu. the respondents were the lecturers who taught speaking (1, 2, and 3) and writing (1 and 4). thus the respondent of this research was 5 lecturers that 3 of them taught speaking and the rest taught writing. the instruments used in this research were observation, document, and interview. the observation was done to find out the types of assessment used by the teacher in assessing students’ speaking and writing. the researcher recorded the types of assessment which was used by teacher in formative and summative assessment. the equipment that was used in observation is video recorder and observation checklist. the documents covered lecturers’ lesson planning, question sheet, quiz, marking system, etc. interview was used to get information about the rubric used by lecturer of stain curup-bengkulu in assessing speaking and writing. it was also used to find out the feedback of speaking and writing assessment used by teacher. the form of data were information in words deriving from observation, document, and interview, which were accumulated from the implementation of writing and speaking assessment by the speaking and writing lecturer at stain curup-bengkulu. result 1. speaking and writing assessment implemented by lecturer related with the types of assessment the observation towards the lecturers who taught speaking i, ii, and iii, revealed that among 10 types of speaking assessment there were 2 to 7 types that were used by them as presented in table 1 below. table 1. the types of assessment used by speaking lecturers no types of assessment lecturer a b c 1 question and answer √ √ − 2 instruction and direction √ √ − english franca vol 1 no 01 tahun 2017, stain curup page 6 p-issn 2580-3670, e-issn 2580-3689 3 paraphrasing − − √ 4 interview − − − 5 role play √ − − 6 conversation √ √ − 7 discussion − √ − 8 oral presentation √ − √ 9 picture-cued storytelling √ − − 10 retelling story √ − − 11 total 7 4 2 all indicators for each types of assessment were used by the lecturer to assess students’ speaking ability. however, when lecturer was interviewed about the procedure that had been done in assessing students’ speaking for each types of assessment, he did not used indicator no 3 of role play; assessing students’ ability in playing the role based on the context and discourse that they should play. in speaking ii, lecturer (b) used 4 types of assessment in assessing students’ speaking; question and answer, instruction and direction, conversation, and discussion. when the lecturer was asked about the procedure that she had done in assessing students’ speaking, not all indicators of assessing speaking were used by her. in role play, indicator no.3; assessing students’ ability in playing the role based on the context and discourse that they should play was not used. while in discussion activity, among 4 indicators for assessing students’ speaking ability the lecturer answered that indicator no.3; assessing students’ ability in clarifying information with correct intonation was not used. she argued that the ability of speaking was mainly concerned on students’ ability in understanding the topic, giving response, interrupting and giving opinion with correct vocabulary and intonation. lecturer c, who taught speaking iii used 2 types of assessment in assessing students’ speaking; paraphrasing and discussion. but different from lecturer a and b, from the interview it was found that he used all indicators for assessing students’ speaking ability of each types of assessment that he had used. english franca vol 1 no 01 tahun 2017, stain curup page 7 p-issn 2580-3670, e-issn 2580-3689 in writing class, there were 2 lecturers that each of them taught writing i and iv. the types of assessment used by the lecturer were related with the topic for writing class as stated in syllabus and lesson plan. in writing i, the students were taught and trained to write a paragraph while in writing ii the students wrote a paragraph and moved to essay writing. from the observation it was found that lecturer a gave writing practice and assessment almost in every meeting related with the topic that was discussed in each meeting. even though she only used three types of writing assessment but it was used continually which can also be identified through the syllabus that she has made. the observation which was conducted from fifth meeting up to eleventh meeting recorded that paragraph construction was used more often than strategic option. the students were assigned to make a paragraph based on given topic and sometimes they were given a freedom to write their own topic. thus, it can be concluded that paragraph construction was chosen as major types of assessment to assess students’ writing. lecturer b on the other hand, based the observation only used two types of assessment that both of them were only used once: paraphrase in the thirteenth meeting and writing essay in fifth meeting. the observation was conducted in fifth up to eight meeting then stopped since the lecturer had the same activity that was making resume and presentation. the researcher then, checked the syllabus that the practice of writing was on thirteenth and fifteenth, thus she decided to have field observation on those meeting. the class was started at the same way with the previous meetings; presenting the resume that had been made by students. after presentation, the students were asked to make a paraphrase writing (meeting thirteenth) and essay writing (meeting fifteenth). in short, students were seldom asked to practice their writing. table 2. the types of assessment used by writing lecturer no types of assessment lecturer a b 1 paraphrasing − √ 2 guided question and answer − − 3 paragraph construction √ − english franca vol 1 no 01 tahun 2017, stain curup page 8 p-issn 2580-3670, e-issn 2580-3689 lecturer a used all indicators in each types of writing assessment to assess students’ writing. but when she was interviewed about the procedure in assessing students’ writing for each types of assessment, she did not used indicator no 3 of strategic option that is; assessing students’ writing based on the purpose and reader of their writing. the types of assessment which were used by lecturer a was proved by the portfolio of students’ assignment and project. in assessing students’ writing in writing iv subject, lecturer b used the indicators of each type of writing assessment. however, the same with lecturer a, she did not used indicator no 3 of essay writing in assessing students’ writing; the students are given an essay that only has paragraph introduction or conclusion and are asked to complete the essay. in conclusion, there were 9 types of assessments; question and answer, instruction and direction, paraphrasing, role play, conversation, discussion, oral presentation, picture-cued storytelling and retelling story, which were used to assess students’ speaking in speaking i, ii, and iii. the types of writing assessments were; paraphrasing, paragraph construction, strategic option, editing task, and essay writing. however, when using those types of assessment the lecturer did not used every indicator of types of writing assessment in assessing students’ ability especially speaking. 2. lecturer’s construction of speaking rubric in assessing students’ speaking from the document that was collected, it was found that lecturer a had made the syllabus but the type of speaking rubric was not stated. however, there was information about the components that would be used in assigning students’ grade. the syllabus of speaking ii which was made by lecturer b did not mention about the speaking rubric that would be used and there was no clear information about the components that 4 strategic option √ − 5 editing task √ − 6 essay writing − √ 7 controlled writing − − 8 total 3 2 english franca vol 1 no 01 tahun 2017, stain curup page 9 p-issn 2580-3670, e-issn 2580-3689 would be used to assign students’ grade. even though she stated the indicators of competency such as; cognitive, affective and psychomotor, but there was no further information about how the students could achieve them. on the other hand, there was no syllabus that can be taken form lecturer c. he did not give the syllabus to the english department office as well as to the students. when it was confirmed to him he was hesitated to borrow it, so, there was no information about the rubric that he used in assessing students’ writing except from the interview. moreover, the lecturers could not answer clearly about the range of point given for each component of speaking except lecturer a. both lecturer b and c could not give clear information about the range of point for each component of speaking especially lecturer c who only stated that it was exactly like the original rubric. thus only one lecturer out of three or about 33% who knows about the construction of speaking rubric. from the analysis of the speaking rubric constructed by the lecturer, the three lecturers used analytic rubric rather than holistic rubric. there were four to five components that they asserted as the component to decide students’ speaking ability. unfortunately there was no document that could be used to confirm about the speaking rubric that was constructed or even used by the lecturer to assess students’ speaking ability. 3. writing rubric constructed by the lecturer in assessing students’ writing quite the same with speaking, to find out the writing rubric constructed by the lecturer the interview was conducted to writing lecturers and the document was collected to support the analysis and finding. the lecturer a, who taught writing i, used a rubric which was categorized as primary trait while lecturer b used analytic rubric which was ready used. the components of writing rubric were 3, each lecturer had different component, and mainly concerned on content. from the interview and document which was collected it was found that the speaking and writing lecturers committed that they used analytic and primary trait/annonated rubric to assess students’ speaking and writing. thus, the percentage of english franca vol 1 no 01 tahun 2017, stain curup page 10 p-issn 2580-3670, e-issn 2580-3689 the rubric that was used to assess students’ speaking and writing was 80% analytic rubric and 20 % primary trait/annonated rubric as can be seen in figure 1 below. figure 1. the types of rubric for assessing writing and speaking the figure above shows that none of the lecturer constructed or used holistic rubric to assess students’ speaking and writing as they considered that it was difficult to adjust in which component that the students needed to improve their ability. 4. information from speaking and writing assessment used by lecturer as a feedback to students the use of feedback by speaking and writing lecturers can be seen in figure 2 below. figure 2. the use of feedback by the lecturers. english franca vol 1 no 01 tahun 2017, stain curup page 11 p-issn 2580-3670, e-issn 2580-3689 the figure above shows that the feedback was mostly used as assigning grades to students (71%) followed by motivating students (29%). none of the lecturer used feedback as modeling learning target since there was only lecturers’ statement but cannot be proved by any document and they could not explained it in detail. discussion 1. speaking and writing assessment implemented by lecturer related with the types of assessment a. types of speaking assessment the types of speaking assessment used by lecturer was varied but not yet related with the course objective and the learning objective that should be stated in syllabus and lesson plan. the result of observation proved that the lecturers often use the same types of speaking assessment without clarifying which types of the assessment that is used for certain topic in speaking subject. however, each types of speaking assessment has its own purpose and method of use that require lecturer to follow the path to get a satisfied result that really describe students’ speaking ability. it is in accordance with brown and abeywickrama (2010: 187-215) statement that the classification of types of speaking assessment are related with the micro-skill and macro-skill that would be measured. thus, using the same types of assessment by the lecturer is neglecting the function and specification of speaking assessment itself. the findings show that there is an overlap of the topics which are offered by the lecturer a and b since there are some topics which asserted in speaking ii while they have been discussed in speaking i. moreover, some topics which are offered in speaking ii are too simple to be discussed in one meeting and it is not appropriate enough to be discussed in speaking ii such as; expressing thank (meeting 6), expressing apologize (meeting 7), and expressing obligation (meeting 10). those topics are offered at the middle of the semester when the topic should be moved to a little bit difficult at the advance level. english franca vol 1 no 01 tahun 2017, stain curup page 12 p-issn 2580-3670, e-issn 2580-3689 there was not much information that can be accessed from lecturer c in teaching speaking 3. the activities of speaking iii are appropriate to be classified as a writing skill since the students are asked to make a mind mapping and summary of the research article on the paper which is then handed to the lecturer. the activity which is considered as speaking skill is the presentation of the paper but there is no comments that related with speaking such as; the clarity of information, the grammar, even the intonation and the term or vocabulary which are used in presenting the paper. in conclusion, the topic of speaking i, ii, and iii are not well designed to fulfill students’ need and learning goal related with the level of speaking. the lecturers are not discussed what is the objective, the learning goal, and the topics of for speaking i, ii, and iii. finally, the topics in speaking i, ii, and iii cannot fully cultivate students’ ability in speaking. b. types of writing assessment the findings show that lecturer a and b use different types of writing assessment. she knows how to assess students’ writing ability since the types of assessment that is related with the criteria of assessment and the learning goal itself. it is related with bachman statement (1996:231) that teacher should makes clear decision about objective or criteria where each of the can be assessed through variety of task or types of assessment. moreover, the finding from observation and document has shown that the lecturer is very careful in preparing her teaching and assessing writing. she made a correlation between the topics in syllabus with the assessment to examine students’ writing ability. in contrast, lecturer b taught writing iv that the aim of it to prepare students to write a research paper. the assessment should be on the basis knowledge of writing a research paper. however, rather than teaching or guiding students to meet the learning objective and goal through writing activity and practice, she simply organizes students to make a resume of an article and individual presentation. the analysis toward syllabus as one of document in writing also shows that the topics which are offered in english franca vol 1 no 01 tahun 2017, stain curup page 13 p-issn 2580-3670, e-issn 2580-3689 writing iv is not suitable with the description of writing iv subject. the topic mainly concerned the students’ ability in writing a paragraph, making an outline, using punctuation and discussing about coherence in writing. however, those topics are mainly discussed in writing i and ii. in other words, the syllabus design is not related and supported the teaching of writing iv which then affects the assessment of it. it is well understood if the students cannot demonstrate their ability in writing a research paper. moreover it opens a wide chance for plagiarism to occur in their writing since they think that they are not required to make a research paper from the first. hughes (2003: 93) states that writing tasks should be well defined that candidates should know just what is required for them (hughes, 2003:93). so, if the students are introduced about the description or the learning goal of writing iv of what they are expected to do, they would have a chance to achieve the goal and at the end ability to do so. in conclusion, the topics in writing i are related with the description of it as a result the writing assessment are also provided to meet the them as well where students’ writing ability can be assessed appropriately. on the contrary, the topics of writing iv are not related with the description of it. the assessment of writing is also very limited that it cannot give aclear information about students’ ability in writing. 2. lecturer’s construction of speaking rubric in assessing students’ speaking the data finding of speaking rubric which was constructed and used by the lecturer was analytic scoring rubric. the lecturer admitted that they use this type of rubric since it is easy and ready used so they do not have to construct the new one while holistic scoring rubric is considered unclear and difficult to adjust students’ ability as bias might occur in doing it. when the lecturers said that they use a ready used analytic scoring rubric it signs that they use it just as it is but the result of interview is different. the interview also reveals that the lecturers did not set the range of point for each component of speaking that possible to be gained by students except lecturer a. he knows better about english franca vol 1 no 01 tahun 2017, stain curup page 14 p-issn 2580-3670, e-issn 2580-3689 the range of point for analytic scoring and annonated scoring for each component and the lowest and highest point of it. while the other two lecturers only said that the point or score is like the original one or one point for each but cannot explain what it means. it indicates that the lecturers, lecturer a and b, have lack of knowledge and practice about using analytic scoring rubric, how to use the range of point or score for each component, and adjusting the score. in one hand, changing one component in speaking rubric should be considered on what is the purpose, the urgent, and the contribution to speaking ability itself rather than saying that it can help students to get a high score. on the other hand, giving or deciding the score which is gained by students in each component of speaking should be through practice. so the lecturer will not produce a bias judgment over students’ speaking ability. a trained lecturer in using scoring rubric will give a valid result of students’ ability and weaknesses which allow students to develop their own ability. 3. writing rubric constructed by the lecturer in assessing students’ writing the finding towards writing rubric which was constructed and used by the lecturer shows that there are only two rubric was used; primary trait and analytic scoring rubric. lecturer a uses primary trait which indicates that she knows students’ weaknesses and would focus on them. it seems three components-content, grammar and coherenceare chosen as she is aware that the ability to deliver the ideas will be reflected through content and it can be read if it is written in correct grammar and has coherence. thus, her decision to use primary trait scoring rubric is well understood. it also describes that she knows much about not only teaching writing but also assessing it with appropriate rubric and scoring procedures which is proven by designing the range of point or score. lecturer b, on the other side, uses analytic scoring rubric which she as a ready used one. however, the component of her rubric is only three; content, organization, and language use while a ready use analytic rubric has five components; content, organization, grammar, vocabulary, and mechanic or language use. it seems that she would like to focus on those three english franca vol 1 no 01 tahun 2017, stain curup page 15 p-issn 2580-3670, e-issn 2580-3689 components but when she was asked about the reason and purpose of her decision she only says it based on students’ condition and it’s her decision. however deciding the writing component should be very careful as weir (1990: 73) states that the writing component of any test should concentrate on controlled writing tasks where features of audience, medium, setting, and purpose is chosen appropriately including the scoring criteria and trained examiner. it can be concluded that she has lack of knowledge about assessing writing and writing components and it strengthen by the fact that the score is not clearly distinct the lowest and highest achievement of students. the purpose of choosing or constructing the rubric for the lecturer a shows that she concerns about students’ progress and ability as she said that the rubric suits with students’ capability and learning goal. it is supported by o’malley and pierce (1995) that the purpose of writing assessment is to monitor students’ progress and determine if the changes in instruction are required to meet the students’ need. thus, what has been done by lecturer a and b is also affected by experience and eagerness to what they teach and students as well. 4. information from speaking and writing assessment used by lecturer as a feedback to students the finding toward the use of feedback for lecturer figures out that the feedback does not have much attention from the lecturers. moreover, all lecturers basically only use the feedback or the result of students’ assessment to calculate students’ final grade. their statement about the use of feedback is also very cliché that it uses to modeling learning target, motivating students, and assigning grade but they cannot explain more about the method or how to do it and there is no document. only lecturer a in speaking and writing subject who have complete document about the use of feedback and they can explain it very clear. the lecturers of speaking and writing subject do not use feedback as it is assigned in teaching and learning process. the lecturers actually have to use all the information to observe whether the learning goal has been achieved or not. as stated by locke and latham, 1984 in hattie and temperley (2011: 87) that the goals and associated feedback are also more likely to english franca vol 1 no 01 tahun 2017, stain curup page 16 p-issn 2580-3670, e-issn 2580-3689 include information about the criteria for success in attaining them. focusing on students’ attention, and feedback can be more directed on how and what they understand and misunderstand, finding directions and strategies that they must take to improve, and seeking assistance to understand the goals of the learning. for teachers, it means devising activities and questions that provide feedback to them about the effectiveness of their teaching, particularly so they know what to do next. conclusion and suggestion conclusion 1. there were 9 types of assessment-question and answer, instruction and direction, paraphrasing, role play, conversation, discussion, oral presentation, picture-cued storytelling and retelling storywhich were used by the lecturer in assessing students’ speaking in speaking i, ii, and iii subject. among those types, only two types that were used as summative assessment; paraphrasing (in speaking iii) and role play (in speaking i) while formative assessment used 9 types of speaking assessment which have been mention above. meanwhile, there were 5 types of assessment used by writing lecturer those are; paraphrasing, paragraph construction, strategic option, editing task and essay writing. only paragraph construction that was used as formative and summative assessment to assess students’ writing ability. 2. all lecturers who taught speaking i, ii, and iii constructed and used analytic rubric for speaking assessment. the components of speaking that mostly used were grammar, pronunciation, fluency, and pronunciation. . 3. two lecturers who taught writing, one of them (writing i) constructed and used primary trait rubric and another lecturer (writing iv) used analytic rubric. the components of writing i were content, coherence, grammatical (writing i) while writing iv were content, organization, and language use, but both were focused on content. the lecturers had stated and defined the range of point for each component but only one of them who clearly defined the point into lowest up to highest score. english franca vol 1 no 01 tahun 2017, stain curup page 17 p-issn 2580-3670, e-issn 2580-3689 4. it was found that most lecturers who taught speaking and writing committed that they used the result of students’ assessment as a feedback both for teacher and students. for the teacher, the result of students’ assessment was mainly used as assigning grade to students by speaking and writing lecturers. the feedback was also used as motivating students to learn much and get a better mark. suggestions 1. the lecturer should carefully choose the types of speaking and writing assessment that suit with the course objective and the learning target. 2. the rubric for assessing speaking and writing along with the components and point for each of it should be introduced and explained to the students so they know their own strengths and weaknesses and set the plan to overcome their weaknesses, improve their ability and finally get the highest score in those subject. 3. the lecturer should use the result of students’ assessment as the feedback for themselves and students as well. as modeling learning target, motivating students, and assigning the grade. short biography jumatul hidayah is a lecturer of stain curup-bengkulu. she received her m.pd in english language teaching from state university of padang, west of sumatera, indonesia. her main interests include language testing and evaluation, teaching listening references bachman, lyle f. (1990). fundamental considerations in language testing. oxford: oxford university press. brindley, geoff. (2003). “classroom-based assessment”. in nunan, david. (ed) practical english language teaching (p. 309-327). new york: mc. grow hill companies. english franca vol 1 no 01 tahun 2017, stain curup page 18 p-issn 2580-3670, e-issn 2580-3689 brown, h. douglas, and abeywickrama, priyanda. (2010). language assessment: principles and classroom practice. new york: pearson education inc. brookhart, susan m. (2008). how to give effective feedback to your students. virginia: ascd publishing brookhart, susan m. (2013). how to create and use rubric for formative assessment. virginia: ascd publishing. eral, lorna and katz, steven. (2006). rethinking classroom assessment with purposes in mind. manitoba: manitoba university hattie, j and timperley, h. (2007). the power of feedback. review of educational research.(http://rer.sagepub.com/content, retrieved on january 28th, 2015) hedge, tricia. (2007). teaching and learning in the language classroom. new york: oxford university press. hughes, a. (2003). testing for language teachers. cambridge: cambridge university press. knight, b. (1992). assessing speaking skills: a workshop for teacher development. elt journal,(online), volume 46, issue 3, (http://eltj.oxfordjournals.org/content/46, retrieved on january 7th, 2015). louma, sari. (2004). assessing speaking. cambridge: cambridge university press. nitko,anthony j. (1996). educational assessment of students. new jersey: university of arizona. o’malley, j. michael&pierce, lorraine valdes. (1996). authentic assessment for english language learners: practical approaches for teachers. new york: saddison-wesley publishing company. weigle, sara cushing. (2002). assessing writing. cambridge: cambridge university press weir, c. j. (1990). communicative language testing. london: prentice hall. http://rer.sagepub.com/content http://eltj.oxfordjournals.org/content/46 the figure above shows that the feedback was mostly used as assigning grades to students (71%) followed by motivating students (29%). none of the lecturer used feedback as modeling learning target since there was only lecturers’ statement but cannot ... english franca : academic journal of english language and education vol. 4, no. 2, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: http://dx.doi.org/10.29240/ef.v4i2.1154, page 141-160 error analysis found in students’ writing composition in simple past tense of recount text tira nur fitria itb aas indonesia tiranurfitria@gmail.com abstract this study was to find the types of error analysis and the most dominant form of error analysis found in the simple past tense writing composition of students, especially in recount text. this study used a mixed-method both qualitative and quantitative approach. from the study, it was shown that the error of the students in writing simple past tense composition consists of certain elements of writing, such as grammar, punctuation, and spelling. there were 57 data in grammar, or 53.37 %, consisting of errors in class terms like in determiner/article (25 data or 43.86 %), in verb (14 data or 24.56 %), in a preposition (11 data or 19.30 %) and the last in a noun (7 data or 12.28 %). while the most dominant error was in determiner/article. second, in the aspect of spelling, there were 26 data or 21.70 %). third, in the aspect of punctuation, there were (23 data or 24.53 %). it is shown that the most dominant error found in the students’ writing composition in the grammar aspect is 57 data or 53.37 percent based on the frequency of each aspect of error. keywords: error, error analysis, writing, simple past tense, recount text introduction in education, english has been taught from the kindergarten level up to the university level, but in fact, there are still many people who cannot comprehend english well. people must master four basic skills in english while studying english, namely listening, speaking, reading, and writing skills. these four skills are very important to master for those of you who study or want to master english. the writing skill becomes the most complicated skill that should be mastered by the people, especially for the students because they mailto:tiranurfitria@gmail.com 142 | english franca, vol. 4, no. 2, 2020 should be able to combine and express their feelings or opinion in a well-written form. in learning the english language, writing is one of the language skills that should be learned. hasani (2005) notes that writing is a person's behavior in the rational and structured process of pouring concepts, emotions, and feelings into written form so that the reader can understand the letter. therefore, indirectly, the primary role of writing is as a medium of communication. writing means a process of communication that conveys ideas and opinions in a written form which suggests that the writers and the readers should have a similar understanding of what is written. the writing method is an interrelated series of recursive stages, according to harmer (2007) which include drafting, structuring, concentrating, generating ideas, and evaluating. brown (2007) notes that writing is often the product of thought, drafting, and revising processes requiring specialized skills, an ability that is acquired naturally by not every speaker. in short, writing is a product bypassing the process of thinking the ideas (planning), drafting, revising, evaluation (editing) until the final draft. therefore, writing often is a complex process in learning english (heydari & bagheri, 2012). there are guidelines for writing english, which can make it a challenging language to learn. in particular, some of the fields where language learners struggle with grammar, punctuation, and spelling. a significant part of writing is grammar. besides, punctuation and spelling are also important in writing because english writing has language components. these can not be isolated from each other since another aspect is connected to them. students may improve their thought skills and their english skills, such as grammar and vocabulary, through writing activities (jayanti, 2019). in helping students to write sentences and then texts that make sense and flow well, spelling, vocabulary, grammar, and punctuation are key elements. for some students, writing in english is not easy. when they use the language of writing, they will have problems. when they write, they do not know the correct one, then they make errors (karim et al., 2018). there will be errors because of this, which can be seen in their prose. tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 143 students have several difficulties writing english, so the writing of goods produces an error. an error here includes three categories, they are morphological errors, semantic errors, and syntactic errors (liu, 2008). while students use the target language than making errors during second language learning can be seen as a means of developing the skills of students so they can learn more by making errors. errors may be triggered by a lack of language abilities, such as the lack of understanding of the proper target language rules by the learner (fitria, 2020). while, james (2013) states that error analysis is the way to determine the nature of the event, causes, and impacts of inadequate language. according to richards & schmidt (2002), in linguistics, an error is the use of a phrase, a speech act, or grammatical elements in such a way that incomplete learning appears imperfect and significant. although error analysis is a tool used to record errors that occur in the language of the learner, it determines if those errors are systemic and describe what causes them (if possible). the errors can occur by using tense in writing paragraphs or composition because tenses are necessary for english texts. students are often confused about how to use tense when writing a sentence. an unavoidable aspect of language learning is errors typically committed by the second foreign language learner. the learners can improve their skills by making errors and hearing the right forms from the instructor. errors are the marks of learners who have not learned the rules of english (fitria, 2019). for both learners and instructors, errors and their review are also beneficial. the teacher's challenge is to find ways to trigger the passive awareness that the students have in terms of writing skills in a meaningful way, as well as helping students become more competent when trying to eradicate some of their common errors. (fitria, 2018), because an error is one of the teacher’s concerns (ferris, 2011, p. 129). the errors of english learners should also be carefully examined as these errors represent the learning process of a language. (wu & garza, 2014). 144 | english franca, vol. 4, no. 2, 2020 the simple past tense is used for events or circumstances that started and ended in the past, according to cowan (2008), the students usually write recount text in the simple past tense, and have to know simple past tense well. because, awareness of simple past tense, which in writing the experience, is required in writing recount text. the text of the recount is a piece of text that records past occurrences, usually in the order in which they took place (anderson & anderson, 1997). previous research related to the analysis of errors is available. fitria (2015) has written research about error analysis in writing simple future tense. this study found the type of error shown in the writing composition of students in the elements of grammar, punctuation, and spelling. this study used the qualitative study to obtain analytical evidence from the written knowledge of the students. the data will be correctly obtained by the use of this tool. the outcome of the study indicates that the error of the students in writing simple future tense composition consists of three aspects of writing such as grammar, punctuation, and spelling. based on the above description, the researcher is interested in performing the same study on error analysis, but distinct research data entitled “an error analysis found in students’ writing composition of simple past tense in recount text’’. in terms of grammar, punctuation, and spelling, this study points out the types of error analysis found in the students’ writing composition and points out the most dominant form of error analysis found in simple past tense in students ' writing composition. research methodology this research uses a mixed-method in both qualitative and quantitative research. qualitative research is one of social research that adopts both versatile and data-driven research style, uses relatively unstructured data, emphasizes the subjectivity’s role in the research, and uses verbal analysis as a statistical type (hammersley, 2013, p. 12). in qualitative, the writer used descriptive design because the data obtained related to the information that focuses on current status and phenomena. in conducting this study, the writer considers that the tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 145 descriptive method is suitable. while this study focused more on the qualitative descriptive approach, it also uses a quantitative approach. it was important to use numerical data to obtain accurate and countable data. therefore, in this analysis, the quantitative approach was conducted to see the percentage and frequencies to support the research data. as stated by treiman (2014, p. 1) that the most basic quantitative analyses are inf the form of cross-tabulations or percentage tables. the study object is the writing composition of 19 students taken from 15 diploma (d3) students of stie aas surakarta. as a result of the student's composition in writing simple past tense, especially in recount text, the students ' writing composition here. the researcher uses document in gathering the details. all of the documents are linked to the reporting process. it can be in the form of a newspaper, a textbook, a letter, a piece of paper, an email, a test result, etc. a document can be said as any symbolic representation that is recorded and retrieved for description and analysis (hesse-biber & leavy, 2010, p. 127). the researcher analyzes the writing of the students in the recount text as the data in this report. besides, the researcher studied the paper to uncover the error made by the students in writing a simple past tense of recount text. ellis (1997) claimed that error detection, error classification, error definition, error interpretation, and then tabulation were the steps to evaluate the errors. finally, the data was tabulated to recognize the frequency of errors made by the students. in the identification of errors. the writer described the errors of the students in writing the recount text in this stage, including the use of a proper noun, descriptive phrases, simple past tense, and time connective. in error definition, the errors were categorized into some categories in this stage. besides, the definition of the error was to describe the variations in word disorder between the utterances of students and the reconstruction of target language utterances. in explanation of errors. the writer clarified the cause of an error made by the students in this phase. by anticipating it, the writer tried to find out the cause of the error. in the tabulation of errors, the writer drew the error into a table to tabulate based on the classification of errors. the 146 | english franca, vol. 4, no. 2, 2020 number of errors created by the students and then found out the most dominant errors in student writing. findings and discussion findings the findings of this analysis are intended to solve the research objectives as formulated in the study context. this study found the sort of error analysis found in students’ writing and the most dominant kind of error analysis found in students’ writing. below, the explanation of the student writing errors as follow: grammar harmer (2007) describes grammar as an explanation of how words in that language can alter their forms and can be combined into phrases. brown (2007) describes that grammar is the set of rules that control a sentence's traditional arrangement and connection of words. without grammar, we cannot make a good language and the language we produce will not be understood by others. therefore, grammar is an important part of the language that can make the language clearly or unclearly understood. grammar errors usually happen because the writer does not understand how to use punctuation marks. below the errors which are found in students’ writing composition, as follow: determiner/article example 1 wrong : this is my activity when holiday yesterday. correct : this is my activity when a holiday/the holiday yesterday. the example shows an error in the determiner/article. it appears in that sentence that an article is missing before the phrase "holiday." it is needed to be changed when an article "a" or "the" is inserted. therefore, it should be written “a holiday” or “the holiday”. example 2 wrong : we also took the time buy souvenir. tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 147 correct : we also took the time buy a souvenir/the souvenir. the example shows an error in the determiner/article. it appears in that sentence that an article is missing. it is needed to be changed when an article "a" or "the" is inserted. therefore, it should be written "a souvenir" or "the souvenir". example 3 wrong : it was a best holiday. correct : it was the best holiday. the example shows an error in the determiner/article. in that sentence, the expression "a best" does not seem to include the correct use of the article. it is needed to be added the article "the." therefore, it should be written "the best." example 4 wrong : therefore, we wanted to go to city. correct : therefore, we wanted to go to a city/the city. the example shows an error in the determiner / article. it appears in that sentence that an article is missing before the phrase "holiday." it is needed to be changed when an article "a" or "the" is inserted. therefore, it should be written "a city" or "the city". example 5 wrong : last holiday in new year, my family and i went to… correct : last holiday in a new year/the new year, my family and i went to… the example shows an error in the determiner/article. in that sentence, the expression "a best" does not seem to include the correct use of the article. the article "a" or "the" is needed. therefore, it should be written "a new year" or "a new year." 148 | english franca, vol. 4, no. 2, 2020 verb example 1 wrong : … what should i do to filled my holiday correct : … what should i do to fill my holiday the example shows an error in the verb. the base form is required by the to-infinitive that follows the verb "filled." the shift of the term "packed" to the base form or verb 1 "fill". example 2 wrong : …until i didn’t realized, time for pray dzuhur was arrived. correct : …until i didn’t realize, time for pray dzuhur was arrived. the example shows an error in the verb. in the above sentence, the verb "realized" seems to be wrongly used with the supporting verb "did" in the past. it is modified to the base type. therefore, it should be written, "realize". example 3 wrong : …time for pray dzuhur was arrived… correct : …time for pray dzuhur arrived/has arrived… the example shows an error in the verb. it uses the transitive verb "arrived" in a passive voice construction in the sentence above. the phrase in the active sentence is needed in the text. therefore, it should be written " arrived "or" arrived. example 4 wrong : …so many people came to parangtritis to spent their time. correct : …so many people came to parangtritis to spend their time. the example shows an error in the verb. in the above sentence, it appears that as part of the to-infinitive following the word "came" the verb "spent" should be in the base form. it is needed to change its term into "spend" verb 1. tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 149 example 5 wrong : … we went to the tourist spot which become a favourite place correct : … we went to the tourist spot which becomes a favourite place the example shows an error in the verb. the plural verb "become" does not appear to agree with the singular topic "the tourist spot" in the sentence above. it is needed to be changed when modifying the form of the verb for the subject-verb agreement. therefore, it should be written, "becomes". example 6 wrong : …we played in the beach; we decided to went home soon. correct : …we played in the beach; we decided to go home soon. the example shows an error in the verb. in the above sentence, it appears that as part of the to-infinitive following "decided" the verb "went" should be written in the base form. it is needed to be changed when modifying the form of the verb. then, it should be written, "go". preposition example 1 wrong : …for young people specially for their problem about love. correct : …for young people specially for their problem with love. the example shows an error in the preposition. "in this sense, it appears that the preposition" about "might be incorrect. in modifying an acceptable preposition “with". example 2 wrong : at 2 pm i went to home but before i went to home, correct : at 2 pm i went to home but before i went to home, the example shows an error in the preposition. "it seems needless to write the preposition" to "after the verb" went "in that sentence. it is considered to delete the acceptable preposition" to. 150 | english franca, vol. 4, no. 2, 2020 example 3 wrong : we went on the 2nd trip in cave gong. correct : we went to the 2nd trip in cave gong. the example shows an error in the preposition. it appears in that sentence that the preposition 'in' in this sense may be incorrect. in modifying an acceptable preposition "to". example 4 wrong : around at 14.00, we arrived in our second destination. correct : around at 14.00, we arrived at our second destination. the example shows an error in the preposition. it appears in that sentence that the preposition 'in' in this sense may be incorrect. it is needed to be changed in modifying the necessary preposition "at." example 5 wrong : at 14th january 2018 we did that plan. correct : on 14th january 2018 we did that plan. the example shows an error in the preposition. it appears from that sentence that the preposition 'at' in this sense may be incorrect. a suitable preposition "on" is considered when adjusting. noun example 1 wrong : …, we saw many beautiful view such as rice fields, mountains. correct : …, we saw many beautiful views such as rice fields, mountains. the example shows an error in the noun. the quantifier "many" follows the singular countable noun "view", which includes a plural noun. using a plural noun or a separate quantifier is considered. "this should therefore be converted into the required" views "plural noun. example 2 wrong : it turns out the voice is my brother voice. tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 151 correct : it turns out the voice is my brother’s voice. in the above case, it shows an error in the noun. it appears in the sentence above that the noun "brother" should be in the possessive sense. it is considered when changing the form of a noun. therefore, it should be written "brothers". example 3 wrong : after three hour rode my car,… correct : after three hours rode my car,… the example shows an error in the noun. a number other than one follows the singular noun 'hour'. it must change the shift of the noun to the plural noun "hours". example 4 wrong : …but we have little problems ,… correct : …but we have little problem ,… the example shows an error in the noun. the definitive article 'a' with the plural noun 'problems' may not be needed in the above sentence. the shift of the noun to the singular is considered. therefore, it should be written 'problem.' example 5 wrong : …there are still many guest who arrive. correct : …there are still many guests who arrive. the example shows an error in the noun. the singular countable noun "guest" follows the quantifier "many" in the above sentence, which includes a plural noun. this is considered by using a plural noun. therefore, it should be written "guests". spelling 152 | english franca, vol. 4, no. 2, 2020 the spelling of such arrangements of letters is related to spelling. one of the basic components of effective writing is spelling, the art of correctly assembling words from their letters. spelling errors typically happen when the writer does not understand how to correctly spell the words. some errors found in the composition of the students ' writing are as follows: example 1 wrong : …, so we went to a chinese restaurant. correct : …, so we went to a chinese restaurant. the example shows an error in the spelling. the word "chinese" is not in the dictionary or miswritten in that sense. it is needed to be changed when modifying an acceptable term. therefore, it should be written "chinese". example 2 wrong : because so colourfully decorated by fireworks. correct : because so colorfully decorated by fireworks. the example shows an error in the spelling. the spelling of "colourfully" in that sense is a non-american version. for continuity, it is substituted by the american spelling of english. it should, therefore, be "colorful." example 3 wrong : i wanted to have a lot of time hangout with my family at home. correct : i wanted to have a lot of time hang out with my family at home. the example shows an error in the spelling. it is possible to use the term 'hangout' incorrectly. determining the best use for this context is considered. a space between the words 'hang' and 'out' should be applied to the term 'hangout'. example 4 wrong : …for young people specially for their problem about love. tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 153 correct : …for young people especially for their problem with love. the example shows an error in the spelling. the word "specially" may be used incorrectly in that sense. suitable use for this context is assumed to be decided. "it should be written "especially”. example 5 wrong : …because can not see the sun rise. correct : …because cannot see the sunrise. the example shows an error in the spelling. the word "can not" seems to be miswritten in the sentence above. it is taken into account by removing a space while replacing it or translating it into suitable writing. it ought, therefore, to be "can not." whereas it seems that the term "sun rise" is miswritten. it is taken into account by removing a space while replacing it or translating it into suitable writing. it should be written "sunrise." example 6 wrong : …we went to the tourist spot which become a favourite place… correct : …we went to the tourist spot which become a favorite place… the example shows an error in the spelling. in that context, a nonamerican variant is the spelling of "favourite." for continuity, it is substituted by the american spelling of english. therefore, it should be written "favorite." punctuation punctuation is a symbol used in sentences to build meaning, clarity, and tension. to organize and organize our writing, we use punctuation marks. punctuation illustrates how to interpret the word and make the context clear, so writing becomes difficult to read without punctuation. punctuation is very important as it enables a piece of text to make sense to the readers. typically, punctuation errors arise because the writer 154 | english franca, vol. 4, no. 2, 2020 does not understand how to use punctuation marks. among the errors found in the writing composition of students are as follows: example 1 wrong : finally we decided to go home at 06.00 pm on that day. correct : finally, we decided to go home at 06.00 pm on that day. the example shows a punctuation error. in that sentence, a comma after the initial word "finally" seems to be absent. it is called a comma to be applied. "it should be written “finally, ....”. example 2 wrong : after that we went to gembiraloka zoo. correct : after that, we went to gembiraloka zoo. the example shows a punctuation error. in that sentence, a comma after the initial word "that" seems to be absent. it is called a comma to be applied. it is expected to be written, “after that, ....”. example 3 wrong : on the beach we can not just swim the beach or play water and sand. correct : on the beach, we can not just swim the beach or play water and sand. the example shows a punctuation error. in that sentence, a comma after the introductory phrase "on the beach" appears to be absent. it is called a comma to be applied. "therefore, it should be written "on the beach,... example 4 wrong : in his house we chatted jokingly. correct : in his house, we chatted jokingly. tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 155 the example shows a punctuation error. in that sentence, a comma after the introductory phrase "in his house" appears to be absent. it is called a comma to be applied. it should be written, "in his house, ..." example 5 wrong : on the night day the weather was very bad. correct : on the night day, the weather was very bad. the example shows a punctuation error. in that sentence, after the introductory phrase "on the night day" a comma appears to be missing. it is needed a comma after “on the night day, …”. example 6 wrong : we would go to bandungan together, because we need holiday. correct : we would go to bandungan together because we need holiday. the example shows a punctuation error. in this case, it appears that after the dependent clause marker "because". there is an unnecessary comma after the term "because". discussion the systematic study of language errors is error analysis (ea). this study of the errors found can be learned from and weeded out systematically. error analysis is also a valuable method for understanding the learner's progress in a foreign language. error analysis gives a fascinating insight into the comprehension of the language learning process. it helps teachers by providing feedback on the errors made by the learners/students to understand the new ways of teaching. it is certain and acknowledged that in the course of learning, learners make errors. these errors provide language teachers and linguists with new ideas and methods to address problems related to language learning. 156 | english franca, vol. 4, no. 2, 2020 in the aspect of grammar, punctuation, and spelling, this research points out the type of error analysis found in the students' writing composition and points out the most dominant type of error analysis found in simple past tense writing composition of students. errors in the grammar, punctuation, and spelling aspects are found below the table of the outcome of the writing composition of the students. table 1. frequency of error in students’ writing composition aspect grammar spelling punctuation determiner/ article verb preposition noun 25 43.86 % 14 24.56 % 11 19.30 % 7 12.28 % 26 23 total 57 21.70% 24.53 % % 53.37 % the table indicates from the table above that three aspects of language, such as grammar, punctuation, and spelling, consist of the students' errors in language simple past tense composition. first, there are 57 data or 53.37 percent in the aspect of grammar, consisting of errors in some points of the class word such as determiner/article (25 data or 43.86 percent), verb (14 data or 24.56 percent), preposition (11 data or 19.30 percent) and last noun (7 data or 12.28 percent) in certain points of the class word. while the determiner/article was found to be the most dominant error. second, there are 26 data, or 21.70%, in the spelling aspect). third, there is (23 details or 24.53 percent) in the aspect of punctuation. it shows that the most prevalent error found in the writing composition of the students is in the grammar aspect as 57 data or 53.37 percent based on the frequency of each aspect of error writing. there are three aspects of writing below the student's study and explanation of the error in writing composition of simple past tense, as follows: in the grammar aspect, first. the grammar aspect is the first rank of the type of error analysis found in the writing composition of simple past tense by students. there are some errors in the class words (part tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 157 of speech) in this study, such as determiner/article, verb, preposition, and noun. in verb, in writing, the learners have several errors. there are some errors in the determiner/article, such as 1) missing article before some sentences. 2) a certain word in the world follows the writing of incorrect article usage. "both errors are taken into account when adding an article" a "or" the. there are some errors in the verb, such as 1) toinfinitive writing. some words don't obey the law that the base form includes a certain verb. 2) writing verbs that help. some words are written wrongly. in changing those words into the basic form of verb 1, all errors are taken into account. 3) transitive verb writing. in a passive construction, there is a word that is written. therefore, the sentence in the active sentence is assumed to be written, and 4) writing an incorrect subject-verb agreement. a term is incorrectly written there. with the singular subject, the plural verb does not seem to agree. it is also taken into consideration when altering the verb. there are some errors in a preposition, as it appears in some examples that the preposition may be incorrect in such contexts. therefore, the modification of an appropriate preposition is considered. there are some errors in nouns, such as 1) writing improper singular and plural nouns. the singular countable noun follows the "many" quantifier, which requires a plural noun, and the plural noun does not need the definitive article "a". 2) writing the noun's possessive form. a phrase in the example appears that the noun should be in the possessive form. it is taken into account when changing the form of a noun. in the spelling factor, second. the spelling aspect is the second rank of the type of error analysis found in the writing composition of simple past tense by students. there are some errors in this study, such as 1) writing incorrect sentences. some words in the illustration shown are not found in the dictionary or are miswritten. therefore, in this sense, a suitable term or use is assumed to be modified. 2) non-american variants of writing. a non-american variant is the spelling of certain words. for continuity, it is considered to be substituted by the american spelling of english. third, in the context of punctuation. the punctuation factor is the third rank of the type of error analysis found in the writing composition 158 | english franca, vol. 4, no. 2, 2020 of simple past tense by students. missing a comma following the introductory sentences. the phrases in the examples indicate that after the introductory phrase "finally", "after that" etc., a comma is absent. hence, adding a comma after it is considered. 2) missing a comma after the marker with the dependent clause. the phrases in the examples indicate that there is an excessive comma after the 'since' dependent clause marker. after the term "because" it is considered when removing the comma. however, many of the errors found in student assignments are generally straightforward. students may be blamed or even lose marks because certain rules of english have been ignored by them. good writing requires good grammar, spelling (orthography), and punctuation. technically, spelling and punctuation may not be included in grammar, but we need all these elements in our prose. as these are distinct but related components that work together to create a technically sound piece of writing, we speak about grammar, spelling, and punctuation. the elements of good writing are simple: grammar, punctuation, and spelling. we will make our writing easy to understand and more enjoyable for our readers by mastering the rules and conventions. conclusion from the review of this study, it reveals that the errors of the students in simple past tense writing composition consist of grammar, punctuation, and spelling. first, there are 57 data or 53.37 percent in the aspect of grammar, consisting of errors in some points of the class word such as determiner/article (25 data or 43.86 percent), verb (14 data or 24.56 percent), preposition (11 data or 19.30 percent) and last noun (7 data or 12.28 percent) in certain points of the class word. while the determiner/article was found to be the most dominant error. second, there are 26 data, or 21.70%, in the spelling aspect). third, there is (23 data or 24.53 percent) in the aspect of punctuation. it shows that the most prevalent error found in the writing composition of the students is in the grammar aspect as 57 data or 53.37 percent based on the frequency of each aspect of error writing. the important elements for good writing: grammar, pronunciation, and punctuation. we will make tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 159 our writing easier to understand and more fun for our readers by mastering the rules and conventions. references anderson, m., & anderson, k. 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(2014). types and attributes of english writing errors in the efl context—a study of error analysis. journal of language teaching and research, 5(6), 1256–1262. https://doi.org/10.4304/jltr.5.6.1256-1262 english franca : academic journal of english language and education vol. 3, no. 2, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 students’ engagement in utilizing technology for learning support rita inderawati1, sofendi2, mulyadi eko purnomo3, machdalena vianty4, didi suhendi5 universitas sriwijaya, indonesia 1ritarudisaid@yahoo.com, 2sofendi@yahoo.com, 3mulyadiekopurnomo@yahoo.com, 4machdalena074@yahoo.com, 5didisuhendioke@yahoo.com abstract the research is aiming at exploring the utilization of technology at both faculty of teacher training and education, sriwijaya university and faculty of arts and education within deakin universit.the data was collected through the interview with the lecturers and also the field observation. on this faculty, the bi learning program is organized in two modes: on campus and off campus. based on the observation and interview, it could be identified that 1) learning activity: mode off campus 2) classroom management is conducted individually or in group and a virtual meeting with the instructor and or via video conference 3) devices utilized by the students were hardware and software with certain specification, 4) application/software utilized was adopted package software, 5) learning material was developed by the instructors, 6) supported crew was the it staff, and 7) instructur in the learning activity was still required with different role as the learning material developer. keywords: engagement; technology; learning support introduct ion the learning of the 21st century requires students to have the skills, knowledge, and skills in technology, media and information, learning skills, innovation and life skills (sasmoko, 2017). to make it happen, teachers must first have all these competencies in order to assist students in developing all competencies in accordance with what is expected in the demands of the 21st century. in line with the indonesian curriculum 2013 which gives the emphasis on studentslearning centred, teachers can integrate technology in the classroom to 182 | english franca, vol. 3, no. 2, 2019 support students’ learning and to get the students actively involve in the teaching and learning process. the indonesian ministry of national education emphasizes the importance of integrating ict in the teaching and learning process (indonesian ministry of national education, 2007a; 2007b; 2009). this is because technology has evolved so rapidly and become part of people’s lives, as well as in the lives of students. in the education transformation and 21st century learning seminar organized by the ministry of education and culture in collaboration with intel corporation and analytical on capacity development partnership (acdp), in jakarta on 20-21 january 2016, the indonesian ministry of education stated that knowledge or information and technology becomes one of the ways to reach all parties in providing information, including in the world of education and student learning process. this shows the importanct role of technology as part of students’ learning process nowadays. the ministry of national education also states that teachers need to integrate information and communication technology (ict) in the process of learning and teaching technology mastery. according to ciptaningrum (2017), ict has the potential to contribute to improving the english language proficiency of indonesian students. for example, the use of technology through social media has become an innovative alternative in improving students' english writing skills (inderawati, 2017). the availability of smatphones, for example, has helped people, including students, to not only to get connected with others, but also to retrieve information and even to utilize it as a means of learning english. for example, agusta (2018) has developed reader response strategybased reading material which he integrated with the android program. by installing the program in their smartphones, students can learn english independently. scholars in the field of language teaching and education have also conducted many studies focusing on the use of technology to help students improve their learning. in other words, technology is part of teaching and learning process. it is worth noting that students do not have to wait for their teachers in order to utilize the technology for supporting their learning. this era is referred to the technological era in which technology has become part of people’s everyday lives and it has also become part of students’ lives. in relation to this, investigating students’ perception rita inderawati, et.al: students’ engagement in utilizing technology |183 about the use of technology in teaching and learning process is necessary to conduct so it can provide a better picture about what students really think about technology integration. it is also worth doing to investigate how technology is practically utilized by students in their learning. it is teacher who utilize the technology to the students as technology is a device merely. it is relevant to what higgins, xiao &katsipataki (2012) insist: overall, the over-arching implication is that the technology is solely a catalyst for change. the question is how can technology can bring about improvement and make teaching and learning practices more efficient or effective. focusing on the change (and the process of change), in terms of learning is essential in supporting effective use. 
 dealing with the insistence, saba (2009) also emphasizes the following. research supports that technology has the potential to improve quantitative assessment performance in core subjects, as well as overall gpa. however, there is also mounting evidence that technology not only has a quantitative advantage over traditional methods, but also leads to qualitative improvements; resulting in higher-quality student work. as previously described, students nowadays are the generation who live in the technological era. the fast development of technology has given much contribution to the teaching field. this current researchtakes a closer look at the utilization of technology at both faculty of teacher training and education, sriwijaya university and faculty of arts and education within deakin university (victoria, australia). l itera ture review the use of technology in language learning in the 21st century, technology has spread worldwide and been used by world society. the use of technology is integrated into almost all aspects of human life, including education. in the educational field, technology has been a new notion of teaching and learning activity since it is the trend of the digital era of globalization. the use of technology in teaching-learning activities has been advantageous for teachers and students. inderawati (2011) puts forward that the students are being well-motivated to increase their 184 | english franca, vol. 3, no. 2, 2019 literacy due to the technology. then, stosic (2015) states that educational technology has three main roles: 1) technology as a tutor (computer gives instructions and guides the user), 2) technology as a teaching tool, and 3) technology as a learning tool. technology is used as a tool for teaching and learning where teachers and students can share each other. the role of technology in teaching and learning activities is absolutely as medium or facilitation. through the use of technology in the class, some researchers have found that students’ motivation increase and teachers get some ease in teaching. technology is central to the way we work, learn, play, communicate and socialize. it remains an important issue today with debates about the impact of technology on our society; the implications of easy and quick online access to information for knowledge and learning and the effect of technology on young people’s social, emotional and physical development frequently in the news. technology engagement at deakin university in line with most other universities, deakin has established an enterprise based technology environment for large scale enhancement, of the learning experience for students undertaking formal on campus professional studies and relevant professional workplace learning. the role of technology becomes very essential in every sector. thus, the demand of professional workers on ict has been made some higher education build closer integration between academic and workplace learning. one of higher education in australia which is well known for its ict discipline is deakin university. therefore, this essay will highlight the use of technology in that university. schools and universities start to utilize technology in teaching learning activities. one of the universities using technology in teachinglearning activities is deakin university, australia. deakin university, a public university in victoria, australia, began teaching in 1977. there are seven schools organized here including: school of architecture, school of education, school of humanities, school of management, school of nursing, school of sciences, and school of social sciences. the university offers on-campus study and off-campus study with various rita inderawati, et.al: students’ engagement in utilizing technology |185 offered courses either in diploma, undergraduate, master’s or doctoral degrees. two modes of studies provided here allow students to choose either on-campus study which requires them to attend the class during the teaching and learning activities. while off-campus study not generally requiring attendance at the university which is also known as online learning. through online study, students from all over the world can study in the university without necessity to leave their countries to study. this dual mode of learning has been one of the characteristics of deakin university for a long time. calvert (2001) put forward: from 1987 all students were automatically given free e-mail accounts. the real growth of online communication in programs of study began in 1990, however, after an easy-to-use text-based system (known as teas), with bulletin board and e-mail capabilities, was developed for a particular course and presented as a model for other programs. the use of technology in online (off-campus) study keeps growing as technology grows better. the technology used is now simpler that everyone can connect through internet really easily and makes the off-campus study better and more effective. deakin university has a long, distinguished history in distance education and postgraduate professional education majors offered at a distance. a sturdy commitment to experiential learning underpins these majors. the university’s recent teaching and learning development plans emphasize the need to use experiential learning approaches to expand the range of work experience, community work or service schemes, clinical placements, internships, international experiences, and practice throughout the undergraduate program. the importance of developing generic or transferable skills as part of the undergraduate experience has been highlighted nationally and internationally (see, eg, candy, crebert& o’leary, 1994; gibbs, rust, jenkins &jaques, 1994; learning for life final report, 1998). deakin university applied experiential learning which has consistently integrated between academic learning and workplace ambiance in order to support the era development of 21st century and fulfill the need of marketplace. deakin university, a public university located in victoria, australia, is one of the world’s universities which concerns to the use of technology in education. in this 21st century, moreover, technology becomes one of the best solutions to the implementation of education. as the evidence of their concern in 186 | english franca, vol. 3, no. 2, 2019 technology to be applied in educational sector, there are two innovations of the technological use provided by deakin university, namely deakinsync and cloud campus. first of all, deakin university develops program called as deakinsync. it functions as a digital space that could be simply connected to the students’ gadgets. university news and events, campus maps and transport information are available for the students to keep up with. in addition, deakinsync allows the students to access their units, learning resources, library, timetable, and portfolio and cooperate with others to constantly be connected and keep their studies on the track. all of those activities can be done digitally and online. the second innovation is cloud campus. it provides 15,000strong community of students and 200 courses. this is aimed to realize the goal that its students can study anywhere and anytime. thus, deakin's cloud campus is the place in which students have an online learning units and courses. students have access teachers and resources like those in on-campus learning while benefitting the flexibility of online learning which can be done anywhere at any time. whether it is part of face-to-face learning or an entire online learning at deakin’s cloud campus, all deakin students carry out some forms of online learning. watching lectures, submitting assessments and participating in discussions, using their meeting room in the cloud to work together in real time with students and staff, including sharing videos and delivering presentations, downloading and streaming lectures and presentations at any time of the day are the activities that the students can do in their cloud classroom. in brief, the role of technology in this era has been optimized by most of the universities; one of them is deakin university. as one of those which allows the students to choose between face-to-face or online learning, deakinsync and cloud campus are the two innovation of technology provided by deakin university. digital learning in language department of deakin university digital learning, a kind of learning which integrates both technology and practical instruction, is nowadays widely implemented in education, especially in teaching and learning activities. deakin university does the same thing. there are some courses that the students could choose which is designed specifically for digital learning – there is no face-to-face learning. two of them are master of professional practice (digital learning) and graduate certificate of rita inderawati, et.al: students’ engagement in utilizing technology |187 professional practice (digital learning). besides those two courses, other courses are also available for online learning. in other words, students can choose whether they will have a face-to-face or on-campus learning or online learning, which is including to digital learning. language department, which belongs to the faculty of arts and education, also offers online or digital learning for the students. in this department, one of the learning outcomes is that the students’ mastery towards technology usage are hoped to be transferred later on in their practice of teaching and learning. digital learning is "learning facilitated by technology that gives students some element of control over time, place, path and/or pace”. time: learning is no longer restricted to the school day or the school year because internet access devices have given students the ability to learn anytime. place: learning is no longer restricted within the walls of a classroom because the internet access devices have given students the ability to learn anywhere and everywhere. path: learning is no longer restricted to the pedagogy used by the teacher because interactive and adaptive software allows students to learn in their own style, making learning personal and engaging. pace: learning is no longer restricted to the pace of an entire classroom of students because interactive and adaptive software allows students to learn at their own pace, spending more or less time on lessons or subjects to achieve the same level of learning. as ifenthaler (2014) states, “young people are growing up in a digital environment, and we are learning more and more about how to provide quality, personalised learning through technology”. the use of technology in the educational establishments makes students learn quickly and easily (sarica&cavus, 2009). as an ict based university, deakin applies an online learning where students can access study and administrative tools through deakinsync, and study all or part of their course through deakin’s cloud campus. deakin plans to bring the opportunities of the digital age into the real world through learning, ideas, value and experience (live). in deakin university, especially language department, there are four majors of world’s most important languages – arabic, chinese, indonesian, and spanish. learning a language gives other insight into different cultures, develops adaptability and communication skills, and can make someone more employable. deakin’s courses really lead to excellent career outcomes. they follow direction on curriculums based on what’s affecting industry or marketplace now and later. deakin’s graduate certificate of 188 | english franca, vol. 3, no. 2, 2019 professional practice (digital learning) offers professional educators a validated, practice-based model of learning that matches developing capabilities in digital learning with opportunities for career development in the field. in conclusion, digital learning is part of teaching and learning process. it plays an important role in this era, because it helps teaching and learning process much easier and more attractive than before. due to digital era increases rapidly day by day, deakin university equilibrates it by implementing digital learning in its daily teaching and learning process because digital learning can optimize time, place, path and/or pace. methodol ogy research site and participants for the purpose of the 1st year study, the investigation was conducted at both faculty of teacher training and education, sriwijaya university, indralayacampus (oganilir, south sumatera, indonesia) and faculty of arts and education, punthillcampus, deakin university (victoria, australia).it also got involved one lecturer from each institution, specifically from the field of language teaching. research method and procedure this proposed study (year 2018 and year 2019) apply mixedmethod research approach which is the combination of quantitative and qualitative research. as johnson, onwuegbuzie and turner (2007) explain, a mixed-method research is the type of research in which a researcher or a group of researchers incorporate elements of qualitative and quantitative research approaches (for example, the use of qualitative and quantitative perspectives, data collection, analysis, inference techniques) for broad and deep understanding and verification. the lecturers’ interviews and observation form the qualitative data, while quantitative data will be from the result of the students’ questionnaire. data collection the data for this first year (2018) investigation was collected through the interview with the lecturers and also the field observation in order to gain the information about how the ict and elt approach are realized in the curriculums of both institutions. therefore, the interview questions were centered on the utilization of technology in the teaching and learning proces. the data for year 2 (2019) will be rita inderawati, et.al: students’ engagement in utilizing technology |189 collected by using a survey questionnaire which focuses on the students’ perception on the utilization of ict integration in teaching and learning process. the questionnaire is a ready-made one developed by ghavifekr and rosdy (2015). the data in year 2 will also be collected through interviews with the students who will be randomly selected and the observations which will be taken place in the classroom during the teaching and learning process. data analysis the data gathered from the interview with the lecturerswereanalyzed qualitatively through coding and thematic techniques to get core themes which are described in the form of narrative. meanwhile, the data of year 2 investigation will be analysed statistically to see the frequency and percentage of the students’ responses. the data which will also be collected through interviews with the students and the observations in the classroom during the teaching and learning process will be analysed qualitatively. f indin gs a nd d iscussion the findings reported are related to the focus of first year study: the results of discussion through interviewing one lecturer or teaching staff from each institution. the following are the themes that emerged from the analysis of the interviews. 1) well-structured and well-planned activity according to both teaching staff, before planning about integrating the use of technology in the teaching and learning process, a well-stuctured and well-planned activity is very important. for example, as stated by the lecturer of faculty of arts and education, deakin university,the use of technology should match with the level of the students’ level of performance so it will help them improve their language performance. likewise, the lecturer of faculty of teacher training and education, sriwijaya university also believes that a wellplanned activity is necessary that it can keep the lecturer on the right track during the teaching and learning activities 2) well-supported technology devices and it-help desk both parties believe that a well-structured and planned activity should be supported by the technology devices that students can use and can be easily accessed by the students. based on the explanation of the teaching staff of deakin university, it can be concluded that there is availability of well-supported technology devices as well as the it-help 190 | english franca, vol. 3, no. 2, 2019 desk. an example of on-line bahasa indonesia language teaching and learning material shown by the deakin university’s teaching staff demonstrated the existence of well-supported of technology devices and also the it-help desk. this also shows that there is a collaboration among the teaching staff, students and the it people. however, a bit different story was told by the teaching staff of sriwijaya university. it is true that the use of technology has been incorporated in the teaching of english. for example, some teaching staff of the english education study program makes use of the availability of social media such as facebook and whatsapp as the flatform in teaching english writing. however, one they are off-campus, there is no access to the discussion forum (facebook and whatsapp) if the teaching staff and the students do not use their own data connection to connect to the online learning. this also means that whenever the teaching staff and the students are having technical problem with the technology they are using, they have to manage it by themselves. in addition to the interview, an observation was also conducted during the visit to deakin university. the following notes are the descriptions of the result of the observation. it is written in bahasa indonesia since this collaboration research comprised of the teaching staff or lecturers of postgraduate study of “pendidikanbahasa” (english and bahasa indonesia fields of study). the faculty of arts and education, deakin university, has an indonesian language (bi) learning program as an established foreign language. on this faculty, the bi learning program is organized in two modes: on campus and off campus. on-campus learning mode is held in full face-to-face, communication between instructors and students takes place in a prominent way (face-to-face), in the form of lectures in class, exercises in class and outside the classroom, and projects carried out outside class. off campus learning mode is held by using ict in full without face-to-face activities. communication between instructors and students is done indirectly using ict, in the form of virtual classes, exercises and student assignments are given and done through application software owned by the university. the following are the results of observations and interviews conducted with instructors and users of bi off campus learning programs. 1. the place where learning activities take place rita inderawati, et.al: students’ engagement in utilizing technology |191 in accordance with its characteristics, off campus mode, learning activities are generally carried out outside the campus. the place of activity can be anywhere: in a student's residence, in a library, in public places, etc. all places can be places of learning as long as there is an internet connection. however, at the beginning of the program students come to campus to register and receive software packages that are directly installed on student laptops, as well as instructions for use, as well as parties that can be contacted in case of difficulties or technical problems during the learning process.some literature focuses on the use of simulations within the higher education environment to supplement workplace learning (eg. canyon &podger, 2002; cassidy, 2002; segrave, 2003a, 2003b). 2. class management the off campus mode learning process is mostly done individually, by working / studying independently. however, there are also group activities in the form of discussions or carrying out joint projects. in an agreed or scheduled time, students go online together and do group or project assignments that are programmed in the application software. in addition, there are also online meetings with instructors on a "classical" basis. on this occasion, the instructor assigns assignments to students or answers student questions that can be followed by all students. in classical activities, video conferencing can also be done or through live streaming. 3. equipment used by students the equipment used by students is in the form of hardware in the form of software. tools in the form of hardware belong to the students themselves individually. to participate in this program students are required to have a laptop with specified specifications so that the laptop can be used to install software and can be filled with content in the form of text, images, animations, photos and videos. other hardware tools, such as printers, data storage disks, and scanners can use private property of students, can also be rented or use rental services in rental places in various places, both in kalmpus and off campus. the software used for learning activities is a package prepared by the manager or organizer of this program. 4. application / software programs used the application program or software used in learning activities is a package that is owned by the manager of this program. this package was officially adopted from a software developer who already has a 192 | english franca, vol. 3, no. 2, 2019 name. in adopting this program the manager has fulfilled the requirements for using copyright with official permission and paid the required royalty. in this case the instructor just needs to use and fill it with the necessary content. included in the application program package is maintenance and service to overcome the difficulties experienced by instructors or students. 5. instructional materials used teaching materials that become the content of this program are basically independently developed by the instructor. teaching materials can be in the form of text, speech, pictures, animations, photos and videos. the materials are made by the instructor themselves, can also be taken from available sources. however, instructors try to find material from credible sources so that the truth of the content can be guaranteed. in fact, if you need to take a source that is protected by copyright, official permission and royalty payments must be made. this is usually for material in the form of text (information), photos, and videos. as for teaching materials in the form of individual or group exercises, projects are also made by the instructor himself. 6. supporting crew there are two categories of supporters supporting this program: it supporters and administrative supporters. it support is a very important supporter of this program. without strong it support, this program is difficult to run. there are a number of it staff who are always stand-by serving instructors and students when there are obstacles in daily learning activities. in fact, instructors are trained to use the application, fill in content, practice, and so on. the it technical matters are fully the responsibility of the it team / staff. it staff occupy a separate unit that is part of the university's service unit. this unit serves all it needs: various information systems, internet connections, administrative, financial, academic and recreational services. meanwhile, administrative staff are supporters who take care of administrative activities such as registration, recording, filing, and correspondence. 7. relation with instructors in learning activities when associated with instructors / teachers, the use of ict in learning can be grouped into several categories: primary, substitution, complementary, and supplementary. this is the continuum of the existence of ict whether it is something primary, substitute, complement, or just complementary. in this case it can be said that the rita inderawati, et.al: students’ engagement in utilizing technology |193 use of ict is the primary or primary thing. this can be understood because ict is used to support language learning programs in offcampus mode. all activities depend on ict. learning activities and all their supporters are carried out through ict facilities, including the delivery of teaching materials, the provision of training and feedback, formative tests, and summative tests. academic administration supporting activities also use ict: registration, recording, filing, and correspondence services. nevertheless, the presence of instructors is still needed with a somewhat different role. the instructor's role shifts to the development of instructional materials, including exercises, and examinations, student guidance in working on exercises and projects, and evaluating student work results in various stages. nevertheless, technology is just a device until instructor utilizes it to the students and they make use of it in order that improvement in learning can happen as higgins, xiao&katsipataki (2012) insist: overall, the over-arching implication is that the technology is solely a catalyst for change. the question is how can technology can bring about improvement and make teaching and learning practices more efficient or effective. focusing on the change (and the process of change), in terms of learning is essential in supporting effective use. 
 by taking closer a look to the findings from interview and observation, it is true what stosic (2015) states that technology in education has three main roles: 1) a tutor (computer gives instructions and guides the user), 2) a teaching tool, and 3) a learning tool. concl usion the faculty of arts and education, deakin university, has an indonesian language (bi) learning program as an established foreign language. on this faculty, the bi learning program is organized in two modes: on campus and off campus. on-campus learning mode is held in full face-to-face, communication between instructors and students takes place in a prominent way (face-to-face), in the form of lectures in class, exercises in class and outside the classroom, and projects carried out outside class. off campus learning mode is held by using ict in full without face-to-face activities. communication between instructors and students is done indirectly using ict, in the form of virtual classes, exercises and student assignments are given and done through application software owned by the university. based on the observation and interview, it could be identified that1) learning activity: mode off campus, everywhere in which there is 194 | english franca, vol. 3, no. 2, 2019 an internet access 2) classroom management is conducted individually or in group and a virtual meeting with the instructor and or via video conference 3) devices utilized by the students were hardware and software with certain specification, 4) application/software utilized was adopted package software, 5) learning material was developed by the instructors, 6) supported crew was the it staff, and 7)instructur in the learning activity was still required with different role as the learning material developer. ref erences agusta, okky z. (2018). developing android reader response strategy based reading material in relation to character building. unpublished thesis submitted at postgraduate school sriwijaya university, south sumatera, indonesia. calvert, j. (2001). deakin university: going online at a dual mode university. international review of research in open and distance learning, 1(2). retrieved from http://www.irrodl.org/index.php/irrodl/article/download/20/5 2 ciptaningrum, d.s. (2017). the development of the survey of technology use, teaching, and teachnology-related learning experiences among pre-service english language teachers in indonesia.journal of foreign language teaching and learning, 2(2), 11-26. clement g, s. (2017). digital learning: education and skills in the digital age. santa monica, st. george's house, corsham institute & rand europe. deakin university.(1990). deakin university handbook. retrieved from https://deakingovernance.deakin.edu.au/cr/handbooks.nsf/0/2c1913095f46 49e1ca257d2b0081d4bd/$file/deakin-university-1990handbook.pdf . egan, k. (2003). what is curriculum? journal of the canadian association for curriculum studies, 1(1). retrieved from: https://jcacs.journals.yorku.ca/index.php/jcacs/article/viewfile /16845/15651 ghavifekr, s., athirah, w., &rosdy, w. (2015).teaching and learning with technology: effectiveness of ict integration in schools. international journal of research in education and science (ijres), 1(2), 175-191. rita inderawati, et.al: students’ engagement in utilizing technology |195 higgins, s., xiao, z., &katsipataki, m.(2012). theiimpact of digital technology on learning:
a summary for the education endowment foundation. a report of school of education, durham university inderawati, r. (2011). from classroom to peer comment in facebook: bridging to establish learners’ literacy. the international conference of ict for language learning, florence, italy.retrieved from http://www. pixelonline.net/ict4ll2011/common/download/ paper_pdf/ibl41-282-fp-rudy-ict4ll2011. pdf inderawati, r. (2017). the dynamics of efl teaching in indonesia: be innovative teachers through social media. english language teaching and research, 1(1), 29-37. johnson, r. b., onwuegbuzie, a.j., & turner, l.a. (2007).toward a definition of mixed methods research.journal of mixed methods research, 1, 112–133. kementrian pendidikan nasional. (2007). peraturan menteri pendidikan nasional republik indonesia nomor 16 tahun 2007 tentang standar kualifikasi akademik dan kompetensi guru. jakarta. kementrian pendidikan nasional. (2007). peraturan menteri pendidikan nasional republik indonesia nomor 41 tahun 2007 tentang standard proses untuk satuan pendidikan dasar dan menengah. jakarta. kementrian pendidikan nasional. (2009). peraturan menteri pendidikan nasional republik indonesia nomor 78 tahun 2009 tentang penyelenggaraan sekolah bertaraf internasional pada jenjang pendidikan dasar dan menengah. jakarta mishra, p., & koehler, m. j. (2006). technological pedagogical content knowledge: a framework for teacher knowledge. teachers college record, 108(6), 1017–1054. stosic, l. (2015). the importance of educational technology in teaching. international journal of cognitive research in science (3), 111114. 196 | english franca, vol. 3, no. 2, 2019 empty page english franca vol 1 no 01 tahun 2017, stain curup page 61 p-issn 1494238293, e-issn 1494237782 an analysis of marking system used by speaking lecturers of stain curup in testing students’ speaking ability leffi noviyenty, m. pd. stain curup-bengkulu iffel_me@yahoo.co.id abstract it is important for english speaking lecturers to refer theories in scoring their students’ speaking ability in order to increase the objectivty and minimize the subjectivity. the purpose of teaching speaking itself also needs to be considered. this study is a case study which investigates the classification of marking, scoring scheme used by speaking lecturers and the reason in selecting the clasification. english speaking lecturers are the subjects of this research. observation and interview are the techniques of collecting data by using a checklist and interview guidance. the findings show that english speaking lecturers of stain curup has already guided theories of testing speaking in scoring their students’ speaking ability. the classification of marking are fluency, grammatical accuracy, comprehension/content and pronunciation. unfortunately the score for each elemen is still not clear. the main reasons the lecturers use in deciding the scoring scheme and classification are efficiency and effectivty in giving the test. keywords: marking system, criteria of marking dan scoring scheme introduction communicative testing must be devoted not only to what the learner knows about the foreign language and about how to use it (competence) but also to what extent the learner is able to actually demonstrate this knowledge in a meaningful communicative situation. nunan states that the measurement of student performance is the key to program evaluation (nunan, 1992). the researcher who mailto:iffel_me@yahoo.co.id english franca vol 1 no 01 tahun 2017, stain curup page 62 p-issn 1494238293, e-issn 1494237782 uses assessment data as the key element in a evaluation has to give careful consideration to three factors: these are: 1. the nature of the evidence to be used, 2. the relationship between evaluation and the program goals, and 3. the appropriate measurements to be used (nunan, 1992, p.186). a test of discrete grammatical items constructed for this purpose might be found to correlate highly with an external criterion, for instance another established test concurrently administered or a measure taken at a later date, such as final academic grades. related to this argument, the researcher tries to describe the relationship among evaluation, measurement and test as in following diagram: evaluation can be defined as the systematic gathering of information for the purpose of making decisions (bachman, 1990). evaluation does not necessarily entail testing, while tests are often used for pedagogical purposes, either as a means of motivating students to study, or as reviewing material taught. test may also be used for purely descriptive purposes only when the results of tests are used as a basis for making a decision that evaluation is involved. test is a measurement instrument designed to elicit a specific sample of an individual’s behavior. nowadays a goal of testing english skills is not only to the competence of english language that is the knowledge of language but also to the performance of those skills. this term is familiar with communicative competence which can be applied for all english skills, reading, speaking, writing, and listening. in related to this goal, it is important to carefully design test for testing english skills. there are variety of test formats offered by some english experts which is suitable for each skill, such as multiple choice, essay, short answer question for testing reading, role play for testing speaking, summary for testing writing and many others. the variety of test format need to introduce to the students in order to elicit their knowledge not only the competence but more to the use of the knowledge in communication. other aspect of communicative language testing is validity and reliability (weir, 1993). weir includes the point of validity and reliability as the general principles for test construction. to the extent that tests can have a beneficial influence on the teaching that precedes them, there can be a positive wash back effect from tests english franca vol 1 no 01 tahun 2017, stain curup page 63 p-issn 1494238293, e-issn 1494237782 on teaching. it is important therefor that test sample. as widely as possible relevant, criteria and communicative items from the syllabus or from the future target situation where this can be specified.the more representative the sample of tasks from their domain, the better the washback effect. the purpose of the test must be clear to all students taking it and teachers preparing candidates for it. the more it enhances the achievement of desirable language objectives the greater its contribution to successful teaching and the more all concerned will see the value of testing in the curriculum. if a test is unreliable, it cannot be valid. for a test to be valid, it must reliable. however, just because a test is reliable does not mean it will be valid. reliability is necessary but not sufficient condition for validity. in stain curup, the evaluation system is given to the lecturers independently. the institution only writes the marking guidelines and for the final achievement test. lecturers’ knowladge and understanding about how to design communicative language test is not yet evaluated and supervised. in other side, the goal of teaching the four basic english skills is to develop students’ communicative competence. morever, the role of dosen payung who act as senior lecturers is also not yet maximal since their credits are over limites and almost have no spare time to discuss the evaluation, particularly the marking system, for each english skill. morever, as one of the four basic skills, testing speaking is likely to be more subjective test than the others. as a productive and spoken test, it also has some aspects to be tested as the marking criteria and needs spesific attention on scoring scheme. it is important to design a marking system that may represent the real ability of students. the students will bw able to evaluate themselves by recognising their weaknesses and developing their strengths. by offering some criteria of marking, the teacher would also be proffesional in helping the students to develop their communicative competence. furthermore, the marking system which has detail supported criteria and clear scoring scheme colud become a valid source to describe the level of testeed, the students. based on some theories and facts above, the researcher is intended to investigate the marking system used by english lecturers of stain curup in testing students’ speaking ability. english franca vol 1 no 01 tahun 2017, stain curup page 64 p-issn 1494238293, e-issn 1494237782 there are many subjects in english tadris study program and each subject perform test as the evaluation, including the marking system. since each test has its own criteria of marking and scoring scheme, this research only discuss the marking system in testing students’ speaking ability. there are so many aspects of analysis that could be researched related to english tests, especially in testing speaking, this study only cover two aspects of analysis: the criteria of marking and the scoring scheme of speaking test. these two aspects are needed to be investigated as the first step of test analysis in english tadris study program since they are the general principles and basic guidelines in constructing language test. the problem of this research will be about the marking system use by speaking lecturers of stain curup in testing students’ speaking ability. the objectives of this research are to investigate: 1. the criteria of marking used by speaking lecturers of stain curup in testing students’ speaking ability. 2. the scoring scheme used by speaking lecturers’ of stain curup in testing students’ speaking ability. 3. the reason for speaking lecturers of stain cururp in designing the marking system to test students’ speaking ability. theoritical framework testing speaking speaking ability involves many aspects which can be analyzed into the elements of the speaking skills and the overall speaking proficiency (speaking for functional purposes). at the element level of speaking (primary level), the speaking might involve pronunciation, intonation, stres and other suprasegmental features. at this stage, the speaking also requires the correct use (structure), and the correct idiomatic use (vocabulary) of the target language. at the functional level, speaking involves the integration of the elements of the language and the function of using language either for transaction or for interaction. on the basis of its function language can be used for social relationship (interaction function) and for giving information (transactional function). in testing, the interactive speaking can be in the form of interview, role play, discussion and the like, while the trans-active speaking may take english franca vol 1 no 01 tahun 2017, stain curup page 65 p-issn 1494238293, e-issn 1494237782 the form of storytelling. oral report, describing object/person/thing, addressing speech, and so on. the two levels of assessment in speaking test cause problems in choosing criteria in assessing students’ ability. the problems relate to the decison to determine the aspects to be looked for: do the examiners focus on the elements of speaking skills or the overall speaking proficiency (speaking for functional purposes). the test designers, therefore, should determine the purpose of conducting tests, which can be derived from the objectives of language learning. from the purpose and objectives of the test, they can employ the appropriate types and approaches of testing procedures whether to empploy discrete-point, integrative or pragmatic test.a discrete-point test refers to a test that attempts to assess a particular element of language at a time such as pronunciation, stress, intonation, structure, and vocabulary. an integrative test attempts top assess learners’ ability to use many bits of their skill at a time. a pragmatic test refers to a procedure or task that requires learners’ to process sequences of elements in a language that conforms to the normal contextual constraints of that language and to relate sequences of linguistic elements to extra linguistic contexts in a meaningful way. in speaking test, is not always easy to get students to speak. sometimes the tasks we expect to be capable of motivating students to speak do not work as expexted. to overcome this situation, in additon to the careful design of the speaking tasks to fulfill students’ level and to meet speaking aspects to be assessed, the examiner can function himself as partner in stimulating the students to speak. in line to the opinion above, there are some other reasons why it is difficult to assess speaking ability, which makes the test be avoided in practice. those reason are (1) oral testing is very timeconsuming. the neglect of the implementation of speaking testin indonesian educational context is due to this reason. the average class size in sma/smk/smp is 40-45 students in a class and a teacher should teach parallel classes of 4-5. how long do the teachers have to spend to conduct the test? as a result, a paperpencil communicative test -an indirect way of testing communication—is used to replace the inderect way of testing oral proficiency/achievement; (2) it is difficul to get students to say english franca vol 1 no 01 tahun 2017, stain curup page 66 p-issn 1494238293, e-issn 1494237782 anything interesting; although, it does not mean to expect them to entertain the examiner with briliant conversation or witty anecdote, but it, at least, fulfils one of such criteria as: (a) the students must have a chance to show that he can use the language for a variety of purposes (describing, narrating, apologizing, etc); (b) he must have a chance to show that he can take a part in spontaneous conversation, responding appropriately to what is said to him and making relevant contribution; and (c) he must have a chance to show that he can perform linguistically in a variaty of situations, adopting different roles and talking about different topics. (3) the other reason relates to the issue of assessing. what sort of criteria can we use to assess students’ performance? is there any standard guideline to be used in setting up the criteria? criteria of marking in testing speaking it is possible to use one method as a check on the other. an example of this in oral testing is the american fsi (foreign service institute) interview procedure, which requires two testers concerned in each interview both to assign candidates to a level holistically and to rate them on a six-point scale for each of the following: accent, grammar, vocabulary, fluency, comprehension. these ratings are then weighted and totaled. the resultant score in then looked up in a table which converts scores into the holistically described levels. the converted score should give the same level as the one to which the candidate was first assigned. if not, the testers will have reconsidered whether their first assignments were correct. the weighting and the conversion tables are based on research which revealed a very high level of agreement between holistic and analytic scoring. the criteria offered to be considered in testing oral ability according to fsi are as in the following table (hughes, 1989). table1. the criteria levels of testing oral ability based on american fsi (foreign service institute) no criteria of marking indicator score 1 accent pronunciation frequently unintelligible 1 frequent gross errors and a very heavy accent make understanding difficult, require frequent 2 english franca vol 1 no 01 tahun 2017, stain curup page 67 p-issn 1494238293, e-issn 1494237782 repetition. “foreign accent” requires concentrated listening, and mispronunciations lead to occasional misunderstanding and apparent errors in grammar or vocabulary. 3 marked “foreign accent” and occasional mispronunciations which do not interfere with understanding. 4 no conspicuous mispronunciations, but would not be taken for a native speaker. 5 native pronunciation, with no trace of “foreign accent” 6 2 grammar grammar almost entirely inaccurate phrases 1 constant errors showing control of very few major pattern and frequently preventing communication 2 frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding 3 occasional errors showing imperfect control of some patterns but no weakness that causes misunderstanding 4 few errors, with no patterns of failure. 5 no more than two errors during the interview. 6 3 vocabulary vocabulary inadequate for even the simplest conversation. 1 vocabulary limited to basic personal and survival areas (time, food, transportation, etc). 2 english franca vol 1 no 01 tahun 2017, stain curup page 68 p-issn 1494238293, e-issn 1494237782 choice of words sometimes inaccurate, limitations of vocabulary prevent discussion of some common professional and social topics. 3 professional vocabulary adequate to discuss special interest; general vocabulary permits discussion of any non-technical subject with some circumlocutions. 4 professional vocabulary broad and precise; general vocabulary adequate tp cope with complex practical problems and varied social situations. 5 vocabulary apparently as accurate and extensive as that of an adequate native speaker. 6 4 fluency speech is so halting and fragmentary that conversation is virtually impossible. 1 speech is very slow and uneven except for short or routine sentence. 2 speech is frequently hesitant and jerky; sentence may be left uncompleted. 3 speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping for words. 4 speech is effortless and smooth, but perceptibly non-native in speech and evenness. 5 speech on all professional and general topics as effortless and smooth as a native speaker’s 6 5 comprehension understand to little for the simple type of conversation. 1 english franca vol 1 no 01 tahun 2017, stain curup page 69 p-issn 1494238293, e-issn 1494237782 understand only slow, very simple speech on common social and touristic topics; requires constant repetition and rephrasing 2 understands careful somewhat simplified speech when engaged in a dialogue, but may require considerable repetition and rephrasing. 3 understands quit well normal educated speech when engaged in a dialogue, but requires occasional repetition of rephrasing 4 understand everything in normal educated conversation except for very colloquial or low-frequency items, or exceptionally rapid or slurred speech. 5 understands everything in both normal and colloquial speech to be expected of an educated native speaker 6 weir suggests that the considerations for deciding the criteria should also come from whether the assessment will cover routine skills or improvisational skills where each of them should establish different scoring scheme assessment for routine skills will consider: (i) normal time constraints, fluency, as overall smoothness of execution of the task, would be assessed; (ii) in addition one might want to comment on the discoursal coherence. that is the internal organization of the stages of the discourse. this may especially relevant in longer turns; (iii) appropriateness: this would include the sociocultural ability to take into account setting, topic, role relationships, formality required. due observance of the norms of interaction in terms of silence, proximity and dealing with encoding difficulties might be looked for. if the task leads to the deployment of improvisational skills then the lecturers might also english franca vol 1 no 01 tahun 2017, stain curup page 70 p-issn 1494238293, e-issn 1494237782 wish to develop criteria to take account of proficiency in the use of these. in other side, assessing the improvisational skills might involve the lecturers taking a decision on overall effectiveness in two important improvisation abilities: (i) ability to negotiate meaning in cases of comprehension or production difficulties manifested on the part of the candidate or his/her interlocutor; (ii) ability to manage interaction (agenda and turn taking) actively and flexibly. this is particularly important where speakers can be expected to be active participants. if it improvisational skills the lecturers might make detailed assessment in terms of (i) fluency: smoothness of execution. ability to negotiate meaning would, for example, include the ability to use communication strategies with case when in difficulties; (ii) appropriateness: this could include, for example, the degree of politeness and suitability of timing in turn taking or suitability of the language used in request for clarification or disagreement.in order to measure the quality of spoken performance, we first need to establish criteria of assessment. these criteria that might be considered for assessment of the output of communicative spoken interaction tasks. these criteria can be elaborated into the following table. table 2. analytic marking scheme for speaking no criteria of marking score 1 appropriateness 0-3 2 adequacy of vocabulary for purposes 0-3 3 grammatical accurately 0-3 4 intelligibility 0-3 5 fluency 0-3 6 relevance and adequacy of content 0-3 the criteria in each of the three areas need empirical validation in the particular contexts testers find themselves in. first, tester would need to specify appropriate tasks in terms of conditions and operations and decisions could be taken iteratively on the criteria that are applicable to the output generated and the levels of performance within each of these. the dimension of practicality cannot be ignored here and the criteria developed would need to english franca vol 1 no 01 tahun 2017, stain curup page 71 p-issn 1494238293, e-issn 1494237782 be readily deployable by teachers. it would have to be established how many criteria teachers could reliably handle. the criteria develop would need to be accessible to other teachers and the number of levels within each criterion would have to represent real distinctions in the performance of actual candidates. criteria of marking could describe the level of ability. the intermediate level is characterized by the speaker’s ability to: 1. create with the language by combining and recombining learned elements, though primarily in a reactive mode; 2. initiate, minimally sustain, and close in a simple way basic communicative tasks; and 3. ask and answer question. global impression (b. j. carrol, 1980) marking scheme could be arranged into assessment scale which also describe the level of speakers as in the following: research methodology the research that is carried out is called descriptive research and will be presented in qualitative way. the researcher describes the existing facts that performed on how the speaking lecturers design their marking system which includes the criteria of marking and the scoring scheme. the analysis covers two aspects, the criteria of marking the test and the scoring scheme. gay and airasian (2000) stated that descriptive research which is also called survey research determines and describes the way things are. moreover, gay explains that descriptive research, also called survey research, is useful for investigating a variety of educational problems and issues. mainly the interviews and observation (analysis), as in qualitative research are used as the techniques of collecting the data. this research is guided by some steps which are conscientiously executed: identify the topic or problem, select an appropriate sample of participants, collect valid and reliable data, and analyze and report conclusions. there are three mean data taken: the marking sheet for speaking test, consists of classification of marking for ujianakhir semester (uas) test for speaking; the speaking lecturers who teach speaking during the active semester, and the syllabus for speaking. the researcher also uses checklist, deep interview, field english franca vol 1 no 01 tahun 2017, stain curup page 72 p-issn 1494238293, e-issn 1494237782 notes, and tape recorder. the field notes are made during the interviews (analysis) in order to provide the description and understanding of each indicator performed and the lecturers’ intention. data for this research is collected in term of longitudinal. gay states that longitudinal research collects the data at more than one time in order to measure growth or change. in detail, the data is collected through document analysis and interview. the researcher analyzes the marking sheet for speaking test in order to search the criteria of making used and also the scoring scheme. this analysis uses theories as the guidance and will be written down on checklist.interview is done between the researcher and the speaking lecturers. this technique is supported by bogdan and biklen (1982) defined an interview as a purposeful conversation, usually between two people (but sometimes involving more) that is directed by one in order to get information. the researcher asks about the lecturers’ knowledge on designing speaking test, particularly about the criteria of marking, the scoring scheme and also the reason the lectures consider in designing the marking system to test students’ speaking ability. the interview guidance is used to manage the data needed. the instruments of this research are (1) checklist, the indicator for each formal will be build based on two theories that complete each other, they are cyril j weir in his book communicative language testing and arthur hughes in his book testing for language teachers. each criterion has a specific scoring scheme. the scoring scheme is investigated by using theories and a deep interview and also analyzing the speaking lecturers’ marking sheet that consists of classification of scoring. the finding will be compared to the theories being guided; (2) interview,the purpose of interview is to investigate the speaking lecturers’ knowledge and intention to and about marking system in testing students’ speaking ability; (3) field notes, the criteria and scoring scheme of speaking test which have been checked from the checklist and interview is elaborated by also including additional information taken from the field notes in order to explain the marking system and the reason of speaking lecturer in designing the system. to ensure the validity of the research, the following strategies are applied:triangulation data. the researcher uses more than one technique of collecting data as a english franca vol 1 no 01 tahun 2017, stain curup page 73 p-issn 1494238293, e-issn 1494237782 comparison,member checking, the participants are served as check throughout the analysis process and long terms and repeated analysis. findings based on the result written on the checklist, it is found that three speaking lecturers do not use a specific theory in deciding the criteria of marking in giving their speaking test to the students; however, all them include some point of marking taken in general related to speaking skill such as in the following table: table 3.the criteria of marking used by speaking lecturersin testing students’ speaking ability no criteria speaking lecturers sources 1 accent 1 based on fsi (foreign service institute) 2 grammar 3 3 vocabulary 2 4 fluency 2 5 comprehension 3 grammatical accuracy 3 based on teep, cals intelligibility 3 3 fluency 3 4 relevance and adequacy of content 3 1 fluency and coherence 3 ielts 2 lexical resource 3 grammatical range and accuracy 3 4 pronunciation 3 from interviews, it is found that the criteria of marking used by speaking lecturers are not decided based on a theory (fsi, english franca vol 1 no 01 tahun 2017, stain curup page 74 p-issn 1494238293, e-issn 1494237782 teep), but they tend to select the criteria based on their need in evaluating their students. moreover, in a basic guidance based on the lecturers understanding, the criteria of marking system in testing speaking consist of fluency, accuracy, grammar accuracy. fortunately, some theories above include those criteria. the researcher also list definition of each criterion used by speaking lecturers as in the following: 1. accent: whether the students speak english highly influenced by their first language or dialect or they can suit to native speaker accent. 2. grammar/grammatical accuracy whether the students produce grammatical mistakes and errors such as tenses, from of sentences (statement, question, direct and indirect and many others) 3. fluency: whether the students speak english fluently or they produce many pauses and use much time to think what they want to say. 4. comprehension whether the students english can be understood by others, speak suitable to the topic given, relevant vocabulary. it is clear enough that the need of students in following the speaking class is highly considered as the criteria of marking. otherwise, these criteria are not specified enough in the scoring scheme. from the interview with the three speaking lecturers in order to investigate the marking scheme they use in testing students’ speaking ability, it is found that they do not include the score for each criterion of marking suggested by the theories. the lecturers’ marking scheme for speaking subject is based on the marking scale given by stain as the following: 1. 00 – 49 = e (failed) 2. 50 – 59 = d 3. 60 – 69 = c 4. 70 – 85 = b 5. 86 – 100 = a english franca vol 1 no 01 tahun 2017, stain curup page 75 p-issn 1494238293, e-issn 1494237782 meanwhile, the lecturers do not design specific band or scale as the indicator of 00 – 100 that characterized speaking testing. weir states clearly (weir, 1993): in oral testing, as in the assessment of written production, there is a need for explicit, comprehensive marking scheme, close moderation of tests tasks and marking scheme, and training and standardization of markers. in order to measure the quality of spoken performance, we first need to establish criteria of assessment. weir explains that without criteria of marking, it is too subjective for the markers (lecturers) decide the score, and the quality of testing speaking performance could be not valid. the dimension of practicality cannot be ignored and the criteria developed would need to be readily deployable by lecturers. criteria of marking could describe the level of ability. while, scoring will be valid and reliable only if, clearly recognizable and appropriate description of criteria levels are written and scores are trained to use them. the fact that particular grammatical structures are not specified as content, and there is no reference to vocabulary or pronunciation, does not of course mean that there are no requirements with respect to these elements of oral performance. the accurate measurement of oral ability is not easy. it takes considerable time and effort to obtain valid and reliable result. nevertheless, there backwash is an important consideration, the investment of such time and effort may be considered necessary. speaking is probably the most difficult skill to test. it involves a combination of skills that may have no correlation with each other, and which do not lend themselves well to objective testing. there are not yet good answers to questions about the criteria for testing these skills and the weighting of these factors. a speaker can produce all the right sounds but not make any sense, or have great difficulties with phonology and grammar and yet be able to get the message across. comprehension of spoken material depends, among other factors, on the degree to which the listener is familiar with the speaker’s accent and the degree to which they share background knowledge, and so what is a problem for one listener may not be a problem for another listener. testing speaking is also english franca vol 1 no 01 tahun 2017, stain curup page 76 p-issn 1494238293, e-issn 1494237782 a particular problem when it is necessary to test large numbers of students. it is necessary to test hundreds of students, and even if each student speaks for only a few minutes, this becomes a huge job. one of the great difficulties in testing speaking is, of course, the assessment. it is necessary to develop a system of assessment that can be applied as objectivity in assessment. the scale can be one general scale for overall speaking ability, or it can be divided between several aspects of the skill of speaking, such as pronunciation, grammar, organization, etc. the scale also depends on the speaking task that is used for the test. a test that uses public speaking as the task would be different from one that uses a group discussion. if possible, the speaking task should be recorded and the scoring done from the tape. in addition, the marking should be done by more than one person and their reliability checked. if the task is an interviewer, the interviewer should not be required to score the test at the same time as conducting the interview, if this is avoidable. among the aspects of speaking that might be consideration in the assessment scale are grammar, pronunciation, fluency, content, organization, content and vocabulary. the band descriptions for a general scale might be as follows. the number indicates the level, and it is followed by a description of the characteristics of a speaker at that level. in the classroom, during daily exercise, 2 lecturer sometimes use the following scoring scheme: table 4. scoring scheme 7 spoken communication is fluent, appropriate, and grammatically correct, with few if any errors. 6 communication is generally fluent and grammatically correct with only occasional errors in grammar or pronunciation. 5 students produces numerous grammatical errors and hesitations, but these do not inerfere greatly with communication. utterances are long and connected. 4 students produces numerous grammatical errors and hesitations, and these occasionally interfere with communication. utterances are short and connected. 3 student’s communication is limited to short utterances and depends in part on previously memorized english franca vol 1 no 01 tahun 2017, stain curup page 77 p-issn 1494238293, e-issn 1494237782 conversational elements. difficulty dealing with unpredictable elements. many hesitations and grammatical errors. communication only possible with sympathetic interlocuter. 2 communication limited to short utterances, almost entiraly memorized conversational elements. unable to deal with unpredictable elements. 1 no communication possible. though speaking is a particularly difficult skill to assess, there are methods that can be employed to create situations that elicit speech and methods of assessing the testees’ speech that are reasonablly reliable. testing speech is important for its backwash effect, even if the method of testing and of assessment are not as perfect as they might be. the scoring scheme used by speaking lecturers seems not yet measure the quality of students’ speaking ability since the score obtained comes from several clarification such as: students’ participation, assigments, mid term and final examination. each of those classifications does not define clear score related to speaking ability. for example, a until e does not explain the quality of students’ speaking performance. ielts, the international language testing system, which is designed to assess the language ability of candidates who need to study or work where english is used as the language of communication for universities and em[ployers in many countries is one of trusted standars of english test explains that the score should represents the level of candidates’ speaking performance. ielts includes some criteria of marking system to test speaking performance; they are fluency and coherence, lexical resource, grammatical ranmge and accuracy and pronunciation. ielts also define the band for each criterion clearly and the scale of score such as in the following: table 5.ielts scoring scheme for speakingperformance no scoring scheme level of speaking performance ielts pte for academic 1 8 – 9 85 + level 5 2 6,5 – 7,5 76 – 84 level 4 3 5 – 6 59 – 75 level 3 english franca vol 1 no 01 tahun 2017, stain curup page 78 p-issn 1494238293, e-issn 1494237782 4 4 – 4,5 43 – 58 level 2 30 42 level 1 based on some facts above, in summary, the finding of this research shows that the marking criteria of testing students’ speaking ability used by speaking lecturers of stain curup is designed by taking the point of speaking skill itself rather than guide theories of marking criteria for speaking performance. however, those criteria included in some theories. each criterion used by the lecturers also does not define the score. morover, the scoring scheme is not clear and does not directly relate to the quality of students’ speaking performance. some reasons about practicality become crucial considerations for the lecturers in designing the marking criteria and scoring scheme. conclusion speaking lecturers of stain curup has already decided some criteria of marking system to test the students speaking ability, they are: fluency, grammatical accuracy, comprehension/content, and pronunciation. these criteria are suggested by some theories of testing speaking performance. the scoring scheme use by speaking lectures of stain curup is not clear enough to measure the students’ speaking ability since there are some other considerations, such as practicalities aspects and stain classification of scoring. it is important to guide theories in deciding the criteria of marking and the scoring scheme to test speaking performance. each criterion of marking should be defined as possible in order to draw a suitable score as the measurement of speaking performance and to minimize the markers’ subjectivity. eventhough the classification of scoring is provided by stain, the speaking lecturers should still consider the purpose and the importance of teaching speaking. the speaking ability could be evaluated first before they come to the final score for speaking subject. this suggestion could bring the valid data the real condition or ability of students’ speaking performance. english franca vol 1 no 01 tahun 2017, stain curup page 79 p-issn 1494238293, e-issn 1494237782 short biography the writer is an english lecturer in stain curup, graduated her s1 from bengkulu university in 1999 and her master degree of english language education from padang university in 2006. references -----(2000). principles of language learning and teaching. new york: wesley longman, inch. ary, d. jacobs, l.c, dan razavieh, a. (1982). pengantar penelitian pendidikan. terjemahan oleh arief fuchan. surabaya: usaha nasional. ary, donald.(1985). introduction to research education. new york: cbs college publishing bachman f, lyle. (1990). fundamental considerations in language testing.. new york: oxford university press. bloomfield, leonard. (1995).language. jakarta:pt gramedia bogdan, r & biklen, s. k. (1982). qualitative research for education: an introduction to theory and method. needham heights: allyn & bacon,. brown, d. h. (1987).principles of language learning and teaching. 2 edition. englewood cliffs, n.j: prentice hall, inc. brown, gillian and george yule. (1982). teaching the spoken language: an approach based on the analysis of confersational english. cambridge: cambridge university press. gay, l.r.and peter airasian. (2000). educational resarch: competencies for analysis and application. new jersey: prentice hall,inc. heaton, jb. (1990). writing english language test.. usa: longman hughes, arthur. (1989). testing for language teachers. uk: cambridge university press.. janice, c (ed). no year. communcative competence for individuals who use augmentative and alternative communication (aac): from research to effective prectice, (online). nunan, david. (1992).task-based language teaching new york: cambridge university. english franca vol 1 no 01 tahun 2017, stain curup page 80 p-issn 1494238293, e-issn 1494237782 weir, cyril j. (1993).understanding and developing language tests. uk: prentice hall international. weir, cyril j. (1998). communicative language testing.. uk: prentice hall. english franca : academic journal of english language and education vol. 4, no. 2, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: http://dx.doi.org/10.29240/ef.v4i2.1793, page 161-180 the implication of flipped learning model in tertiary critical reading class yunani atmanegara tridinanti university palembang yunaniatmanegara@univ-tridinanti.ac.id rahma dianti tridinanti university palembang rahma_dianti@univ-tridinanti.ac.id abstract this study investigated the implication of flipped learning model toward tertiary students’ critical reading skill. classroom action research was carried out to conduct the study. critical reading test, observation of students’ learning participation outside and inside class, and interview were administered to gather the data. this study used descriptive analysis. students’ prior critical reading skill was considerably low. they did not have self-initiative to practice their reading skill. after implementing this model for three cycles, progress on their critical reading could be noticed. flipped learning model could trigger students’ learning participation both outside and inside classrooms. yet, students still needed teacher’s assistance to direct their learning process. flipped model of instruction encouraged students to be able to analyze and evaluate the texts. however, students still had difficulty in internalizing the information to formulate ideas as creating skill needs more practice to achieve. appropriate learning materials, students’ awareness, and environmental supports influenced the implication of flipped learning model implementation. keywords: flipped learning model, critical reading skill, tertiary students introduction reading takes on a central role in higher education. students have to read a large number of resources not only books but also journal articles and academic papers to support their academic performance. academic reading is a mandatory activity for tertiary students to mailto:yunaniatmanegara@univ-tridinanti.ac.id mailto:rahma_dianti@univ-tridinanti.ac.id 162 | english franca, vol. 4, no. 2, 2020 achieve academic success. according to hermida (2009), reading is one of fundamental academic skills at university level as well as writing, critical thinking, oral presentation, and media literacy. nowadays, abundant yet complex reading passages can be easily accessed. moreover, technology innovation provides many conveniences in accessing various reading sources. ict as a new literacy now make students access reading sources easily (apriani, 2016). using ict in learning process can motivate (apriani, 2019), attract, and enhance the success of learners in studying english skill (apriani, 2019). therefore, students have to critically read passages to obtain relevant information according to their needs. cultivating tertiary students’ critical reading skill is very beneficial since this skill allows students to gain comprehensive understanding of written materials which will eventually help them analyze -strong evidence and well-reasoned argument provided in the texts. critical reading also emerges as developing behavior at the level of analysis, evaluation, and creation. readers apply their critical thinking in reading activity as they need to analyze, question, judge, and evaluate information obtained from texts (karaca & ogus, 2017; pardede, 2007; pirozzi 2003). in addition, critical readers use their cognitive competence and critical attitudes of reading such as careful, active, reflective, and analytic during reading process (asilioglu, 2008; kurland, 2000). they not only passively absorb all the information from the texts but also appropriately decide what to accept and believe. to grasp the sense of the text, critical reading activity involves higher order thinking skills (hots) that comprises three highest levels of thinking skills namely analyzing, evaluating, and creating. those skills enable students to selectively use the information from a lot of choices of sources. therefore, in this information and technological innovation era, critical reading ability becomes the foundational skill in high levels of education (ndethiu, 2017; kress, 2003; walz, 2001). furthermore, integrating hots into learning process helps students improve their critical thinking skill. reinforcing students’ critical thinking skill can give powerful effect on students’ success in learning. it is consistent with the education policy of indonesian government (2018) that requires yunani: the implication of flipped learning model in tertiary critical reading class |163 teachers to incorporate hots into their teaching practice to direct students to be able to think critically and creatively. hots oriented learning can improve the quality of smart and successful students. according to schleicher (2019), students are supposed to be able to read complex texts, select credible and valid sources of information, and update the accepted knowledge and practices. nevertheless, the latest survey of pisa 2018 revealed that students still encountered problems in reading even for the most basic reading tasks. the results of pisa 2018 showed that indonesia ranked 74 out of 79 countries in terms of reading skill. it indicated that indonesian students’ reading skill is still very poor. zin and eng (2014) added that asian students are categorized as non-critical readers and thinkers. different culture, language background, and learning styles might cause different critical reading abilities in tackling the texts while reading. apriani (2016) in her study also found that students’ in junior high school had problems in reading. meanwhile, muhlis (2017) confirms that most of senior high school students perceived medium level of foreign language reading anxiety. as the result, most university students were not prepared for academic setting environment that insists them to be critical in reading the texts, therefore they adopt a superficial approach in reading academic materials. some possible factors that could contribute to the students’ low skill in critical reading were teachers rarely stimulated students with high order level of questions (sunggingwati & nguyen, 2013), students lacked ability to apply analytical and inferential skills because of the low english language proficiency (zin, eng & rafik-galea, 2014), and students had low comprehension skill to infer the implicit argument and analyze the text tone (par, 2018; attaprecakul, 2013). furthermore, alghail and mahfoods (2016) found five academic reading difficulties faced by university students consisting of internalizing relevant information, summarizing the information using their owns’ words, decoding unfamiliar words, finding out supporting ideas and evidence, and managing the time for completing reading academic materials. in light of those problems, it is vital for the teachers to employ effective teaching variety that stimulates students’ critical reading skill. 164 | english franca, vol. 4, no. 2, 2020 inderawati, sofendi, purnomo, vianty, and suhendi (2019) claim that technology brings change in teaching and learning practice to be more effective and efficient. moreover, students need to develop their ict skills and collaborative learning to respond to the challenges of education 4.0. flipped learning model triggers students’ learning desire to integrate technology tools into their reading activities. it is one of the models in blended learning since it combines both face-to-face learning and online learning to facilitate teaching and learning process. flipped learning model offers students more opportunities to have self-paced learning. this model encourages students to learn theoretical parts outside the classroom, whereas the practical parts are taught face to face and interactively (chea & huan, 2019). flipped classroom positively affected students’ critical thinking (asmara, kusumaningrum, wulansari, munirah, & hersulastuti, 2019; deruisseau, 2016). furthermore, students’ higher order thinking skill, engagement, and satisfaction could be improved due to flipped model of instruction (alsowat, 2016). this learning model promotes students’ learning engagement through collaborative activity, peer discussion, and problem-based learning. students are encouraged to take control of their own learning and develop their critical thinking towards its implementation. sharples, adam, verguson, gaved, mcandrew, rientites, weller, and whitelock (2014) confirmed that flipped learning is an innovative pedagogical approach conveying high potential impact for higher education students. in reading class, karimi and hamzavi (2017) affirmed that flipped learning model had a significant positive effect on efl students’ reading comprehension development. a number of students became more confident and independent to learn in class since they had brainstormed the background knowledge or ideas at their own pace. lu (2016) added that implementing flipped classroom in english reading course gives opportunities for students to use various reading styles, access rich reading content, and get better comprehension. meanwhile, al-rowais (2014) affirmed that flipped learning model could improve students’ academic achievement and their learning attitudes. this model also builds peer interaction and collaboration in class session. yunani: the implication of flipped learning model in tertiary critical reading class |165 the above elaboration shows that flipped learning model can be a potential and beneficial choice to accommodate students’ critical reading practices since this model provides the students with two different learning modes, inside and outside the classroom. most of previous studies on reading skill cultivation only focused on exploring teaching varieties that gave deep exposure on reading practices through classroom instruction. very few studies had undertaken on exploring reading practice both inside and outside the classroom. meanwhile, practicing students to read critically for both inside and outside classroom instruction is really on demand especially for tertiary level. higher education requires students to be more responsible to take their own control during reading activities outside the classroom. they are supposed to have independence and self-initiative to read on their own. however, most students of english education study program at tridinanti university only performed reading practices when they participated in reading class. they had no self-initiative to do reading activities outside the class. as response to this condition, this study attempted to conduct a classroom action research focusing on investigating the implication of flipped learning model in empowering tertiary students’ critical reading skill. theoretical framework critical reading skill in tertiary level developing tertiary students’ critical reading skill is very important to lead them to get appropriate information according to their needs and discover meaning beyond the text. hudson (2007) defines critical reading skill as the skill that will help students to be able to analyze, synthesize, and evaluate what is read. the aim of critical reading is to assess whether the passage supported by strong evidence and a well-reasoned argument. students may not only passively agree with everything they read in an academic context but also compare, contrast, find fault with, agree, disagree, question and evaluate each and every text (university of technology sydney, 2017). 166 | english franca, vol. 4, no. 2, 2020 furthermore, students learning development university of leicester (2009) mention the characteristic features of critical reading as follows: 1. examine the evidence or arguments presented 2. check out any influences on the evidence or arguments 3. check out the limitations of study design or focus 4. examine the interpretations made 5. decide to what extent readers are prepared to accept the authors’ arguments, opinions, or conclusions. flipped learning model flipped learning model was developed in the 1990s. this model helps students to prepare and reflect on the learning materials before class and then use peer interaction during class time to encourage deeper understanding about the subject matters (crouch & mazur, 2001). flipped learning came into general use in the early mid-2000s and use technology tools to deliver materials to students before class. flipped learning network (2014) coins four pillars from the word “flip” as the framework of this model: 1. flexible environment – students choose when and where they learn 2. learning culture –the learning mode is shifted into a learnercentered approach, the topic is explored in greater depth in class. 3. intentional content –teachers determine what to teach and what materials students should explore on their own 4. professional educator – teacher serves as facilitator to enable flipped learning to occur. bishop and verleger (2013) point out two essentials learning sessions of flipped learning model: out-of-class and in-class sessions. students learn out-of-class to acquire the knowledge through educational technology while learning in-class session is conducted through interaction with peers and teachers. edmodo can be used as the online learning platform to mediate students’ learning in out-of-class session. compared to others’ learning platforms, edmodo deploys many advantages. it provides a simple way for teachers to create and manage an online classroom community as well as enables students to connect and work with their classmates and teachers anywhere and anytime (balasubramaniana, jaykumar & fukey, 2014). yunani: the implication of flipped learning model in tertiary critical reading class |167 research methodology research design research design administered in this study was classroom action research (car). stringer (2007) states that action research investigates a systematic approach to get effective solutions for the problems. this study aimed at investigating flipped learning model implementation in empowering students’ critical reading skill. this car was carried out in four stages: planning, action, observation, and reflection. it was conducted in 3 cycles (march 3 – may 31, 2019) consisting of four meetings in each cycle. researcher 1 served as lecturer while researcher 2 served as observer. population and sample the population of this study was the students of english education study program at tridinanti university palembang. in selecting the sample, purposive sampling technique was administered. 16 students who were taking critical reading course participated in this study. the students had taken the prerequisite reading courses including basic, literal, and interpretative reading courses. data collection the data were collected by using test, observation, and interview. the test was administered to collect the data about students’ critical reading skill before and after the action stage. the researchers observed the learning process both in-class and out-of-class by using observation sheet. interview was administered to get supplementary data to strengthen the observations results of this study. data analysis the data of critical reading test were calculated and analyzed by using percentage analysis. the improvement of students’ critical reading skill was shown by the increasing of percentage from the learning completeness and critical reading aspects (analyzing, evaluating, and creating). the standard of learning completeness used tridinanti university score standard (≥ 70) with the indicator of learning success was ≥85 %. mean scores of pre-cycle test, progress test 1, 2, and 3 were 168 | english franca, vol. 4, no. 2, 2020 compared to see the progress achieved by students in every cycle. meanwhile, the data from in-class and out-of-class observations were served in the form of diagram and descriptively analyzed. moreover, the interview results were used to support the description of observation. findings and discussion findings the result of preliminary studies the researchers did some preliminary studies to identify the students’ prior reading skill. the researchers investigated students’ reading achievement in the third semester for interpretive reading course since it was the prerequisite course to take critical reading subject. the mean score of students' interpretive reading was 64.14. it indicated that students reading ability was still below the standard. furthermore, researchers interviewed interpretive reading lecturer to know what problems encountered by lecturer and students during interpretive reading class. the lecturer reported some obstacles during teaching because students lacked decoding vocabulary skill. in addition, most students got difficulties in finding main ideas and making inferences of english reading texts. students could not read beyond the text and still comprehended the text literally. meanwhile, students did not have initiative to read on their own. they still needed lecturer’s assistant to practice their reading both inside and outside classroom. this condition showed that they were not active and independent in learning especially in reading. they did not realize that they were required to have independence in academic reading in higher education. results of critical reading test pre-cycle test at the beginning of the study, pre cycle test was given to the students to measure their critical reading skill before implementing flipped learning model. the results of pre cycle test showed that no student could reach the standard score (70) while the maximum score was 64, the minimum score was 24, and the mean score was 41.5. yunani: the implication of flipped learning model in tertiary critical reading class |169 furthermore, the results of critical reading sub-skills showed that students could answer 43.3% for analyzing, 47.9% for evaluating, and 31.3% for creating. progress test 1 after implementing flipped learning model in cycle 1, progress test 1 was given to the students to evaluate their critical reading skill progress. the result showed that learning completeness achieved 31.25% while the maximum score was 76, the minimum score was 32, and the mean score was 55.5. in addition, the results of critical reading sub-skills showed that students could answer 54.8% for analyzing, 67.7% for evaluating, and 44.8% for creating. mean difference between pre cycle test and progress test 1 was 14. it indicated that there was slightly improvement on students’ critical reading skill. since the results were still below the standard score and success indicator, the study was continued to cycle 2. progress test 2 at the end of cycle 2, progress test 2 was given to the students. it was found that learning completeness achieved 62.5% while the maximum score was 80, the minimum score was 45, and the mean score was 66.56. moreover, the results of critical reading sub-skills showed that students could answer 70.2% for analyzing, 69.8% for evaluating, and 55.2% for creating. mean difference between progress test 1 and progress test 2 was 11.06. it indicated that the improvement of students' critical reading skill did not exceed the success indicator. therefore, cycle 3 would be conducted. progress test 3 after administering progress test 3, it was found that 87.5% of the students achieved the learning completeness while the maximum score was 88, the minimum score was 61, and the mean score was 76.31. mean difference between progress test 2 and progress test 3 was 9.75. meanwhile, the results of critical reading sub-skills showed that students could answer 81.3% for analyzing, 77.1% for evaluating, and 64.6% for creating. the results exceeded the standard score and success indicator. in other words, the results had reached the target. it means 170 | english franca, vol. 4, no. 2, 2020 that flipped learning model could empower tertiary students’ critical reading skill. the summary of critical reading test results is presented in table 1. table 1. the summary of critical reading test results pre-cycle test progress test 1 progress test 2 progress test 3 learning completeness 0% 31.25% 62.5% 87.5% mean 41.5 55.5 66.56 76.31 maximum 64 76 80 88 minimum 24 32 45 61 analyzing 43.3% 54.8% 70.2% 81.3% evaluating 47.9% 67.7% 69.8% 77.1% creating 31.3% 44.8% 55.2% 64.6% observation results out-of-class observation this observation was conducted in every meeting to observe students’ learning participation outside the classroom. students were given one week to complete the worksheet and submit it back to edmodo. the results of observation revealed that 81.3% of the participants could complete the assignment before the due time, 6.3% exceeded the due time, and 6.3% undefined. it indicated that the implementation of flipped learning model could encourage the participants to be more responsible in managing their time in submitting the worksheet. in completing the worksheet, most of students used internet connection to find supporting learning resources from various websites or journals, youtube, wikipedia, encyclopedia, and electronic books. they used their own initiative to complete this. in addition, content became the hardest aspect to achieve. regarding to the content of the students’ answers, they gave less valid answers since they mostly used only one relevant and scientific resource to support their answer. yunani: the implication of flipped learning model in tertiary critical reading class |171 in-class observation classroom observation was administered at the end of each cycle. three aspects were observed during the implementation of flipped learning model: students’ learning performance, participation, and behavior. a. learning participation in cycle 1, students did not participate actively during in-class session. most of students (87.5%) still needed lecturer’s assistance to complete the reading assignments during in-class session. 68.75% of the students did not actively participate during class discussion, did not ask questions, did not answer the questions voluntarily, and did not have self-initiative in working with the tasks. only 43.75% of the students did the work thoroughly and interacted academically with their peers. in cycle 2, they showed better learning participation during inclass session. most of the students (87.5%) followed the lecturer’s direction well. 81.25% of the students academically interacted with their peers. 75% of the students did the work thoroughly and participated actively in class discussion. they also started to ask and answer questions voluntarily. however, students still needed teacher’s assistance and did not have self-initiative in working with the tasks. in cycle 3, students’ learning participation significantly improved. most students (93.75%) actively participated and interacted with their peers in class discussion. 87.5% of the students voluntarily answer the questions and did the works thoroughly. they also built their selfinitiative in working with the tasks and in answering the questions. unfortunately, 50% of the students still depended on teacher’s assistance during learning process. figure 1 depicts the result of in-class observation for learning participation. 172 | english franca, vol. 4, no. 2, 2020 figure 1. observation result of learning participation based on the results above, it could be said that flipped learning model implementation could significantly increase students’ learning participation. students actively participated during learning process in each class session. they could interact with peers in academic setting. however, they still needed lecturer’s assistance to direct them in doing peer discussion. b. learning performance there were 10 indicators observed related to students’ learning performance during flipped learning model implementation. in cycle 1, the students showed slow progress in their learning performance. based on the observation results, it indicated that mostly students (87.5%) still got problems in creating and summarizing their own ideas. they (75%) could not find strong evidences to support their ideas or answers during class discussion and completed the given tasks. 68.75% did not have good decision-making skill, could not express ideas clearly, and did not consider others’ suggestions. 50% of the students could finish and willingly work with reading assignment sincerely. the observation results in cycle 2 revealed that creating and summarizing skills still remained the problems. only 37.5% of the students could create and summarize the ideas. in addition, 50% of the students still had problems in their self-motivation, decision making skill, and finding appropriate evidences to support their ideas or answers. 68,8% of the students could consider others’ suggestion, work yunani: the implication of flipped learning model in tertiary critical reading class |173 willingly, and finish assignment with sincere effort. in cycle 3, students showed significant progress in their learning performance during the implementation of flipped learning model. unfortunately, the aspects of creating and summarizing and decisionmaking skills remain the problems. only 62.5% of the students could create and summarize their ideas, and make good decision in completing the reading tasks. figure 2 portrays the observation results of in-class session for learning performance. the results show that the implementation of flipped learning model could help students perform better in their reading practice. they were able to finish the assignment with sincere effort and could provide ideas with evidence. yet, they still got difficulty in creating and summarizing ideas in their own words. figure 2. observation result of learning perf ormance c. learning behavior there were 6 indicators observed for learning behavior aspect. during the implementation of flipped learning model in cycle 1, the students still had problems in their learning behavior. all of the students could not work individually to complete the tasks. most of the students (69.75%) were also easily distracted in completing the reading tasks and not confident to report their work to the whole class. meanwhile, 62.5% of the students did not show integrity during learning process. 56.25% of the students did not try to complete the reading tasks 174 | english franca, vol. 4, no. 2, 2020 sincerely and were not responsible in their learning activities during inclass session. in cycle 2, students’ learning behavior slightly increased. most of the students (75%) showed high responsibility toward their learning activities. they (68.75) also showed integrity during learning process. 62.5% of the students were confident enough to report their work during class discussion and tried to complete the reading tasks with sincere effort. however, students still easily got distracted in completing the tasks. in cycle 3, students showed significant improvement in their learning behavior. most of students (87.5%) consistently did the reading tasks on their own, tried to complete the reading tasks with sincere effort, showed integrity during the learning process, and significantly built their responsibility toward their own learning. unfortunately, ict usage during the learning process still remained the problems. it became distraction for them when completing the tasks. figure 3 portrays the observation result of learning behavior during the implementation of flipped learning model. figure 3. observation result of learning behavior based on those findings, it indicated that the implementation of flipped learning model could encourage the students to be more responsible toward their own learning and build their self-confidence to deliver their work report to the whole class. however, they were easily distracted due to the use of ict devices during the learning process. yunani: the implication of flipped learning model in tertiary critical reading class |175 interview results the results of interview revealed that all students agreed they could use their learning time efficiently during flipped learning model implementation. in selecting the learning resources, 62.5% of the students could find appropriate materials. for the students’ learning participation out of class, 100% of the students completed the worksheet on their own initiative while 93.8% of the students actively participated during in-class discussion. moreover, students were able to analyze and evaluate the texts even though they struggled to grasp the meaning. finally, students could build their self-initiative to reflect their ideas and thoughts in implementing flipped learning model. discussion after implementing flipped learning model for three cycles on students’ critical reading class, some points could be discussed. flipped learning model could empower tertiary students’ critical reading skill. the final results had exceeded the success indicator of this study. two learning sessions of this model helped the students to understand more on the topic discussed. karimi and hamzavi (2017) confirm that students reading performance was better because of the flipped model of instruction. before implementing flipped learning model, students did not have self-initiative to practice their reading skill. the implementation of this model helped students manage their learning time to have more reading practice. this model could stimulate their independence to find various supporting learning sources to complete the reading worksheet. however, students could not provide rich content for the worksheet. they still lacked decision making skill to create and summarize the ideas. students got difficulty in internalizing the information to create their own ideas. in class learning session, the implementation of this model could encourage students’ learning participation. at the beginning of the study, students did not actively participate during class discussion. most of the students relied on the teachers’ assistance to participate in learning process. flipped learning model could increase students’ learning participation and motivate them to be critical in responding to 176 | english franca, vol. 4, no. 2, 2020 the text. they analyzed, questioned, judged, and evaluated the information obtained from texts. therefore, students could engage in peer discussion and were able to interact with peers in academic setting even tough teacher’s role is still needed to direct them in doing peer discussion. this model also encouraged students’ active participation in collaborative learning. wu, chen, and yang (2017) confirm that flipped classroom could develop peer interaction and collaboration. furthermore, flipped learning model could help students to perform better in analyzing and evaluating skill. during the in-class learning session, students could read the text more profoundly since they already constructed the knowledge about the topic discussed. they could give supporting ideas with evidence. hence, the implementation of this model could help them decide appropriate, credible, and valid information from the texts as critical readers used their cognitive competence and critical attitudes during their reading process (asilioglu, 2008; kurland 2000). nevertheless, creating skill remains the problem faced by the students. it might be caused by the students’ tendency to rely on the teacher’s confirmation in generating ideas since they were not confident enough to create new ideas. this condition might also be influenced by students’ reading comprehension. they still struggled to grasp the meaning beyond the text. consequently, lecturer spent more time to practice analyzing and evaluating skill rather than the creating skill during the implementation of flipped learning model. at last, the implementation of flipped learning model triggered students’ learning engagement. students showed positive learning attitude during the implementation of this model. it is in line with alrowais (2014) that flipped learning model can enhance students’ academic achievement and affect positive attitudes toward the learning course. meanwhile, students could comprehend the text better and involved their higher critical thinking skill during its implementation. it is consistent with lu (2016) that implementing flipped classroom in english reading class allowed students to use various reading style to access rich reading content. however, the use of ict devices during its implementation should be considered since students were easily distracted by the use of technology in completing the task. yunani: the implication of flipped learning model in tertiary critical reading class |177 conclusion the implementation of flipped learning model could empower tertiary students’ critical reading skill. this model could promote students learning engagement since it contains two learning sessions; out of class and in-class session. out of class activity helped students build background knowledge so that they could link the information to the topic discussed. this activity directed them to have deeper understanding in reading the text. therefore, students were able to analyze and evaluate the texts. however, they still need more reading practice to develop their creating skill. references alghail, a. a. a. & mahfoodh, o. h. a. 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(2014). critical reading ability and its relation to l2 proficiency of malaysian esl learners. the southeast asian journal of english language studies, 20(2), 43-54. https://www2.le.ac.uk/offices/ld/ https://www.uts.edu.au/current-students/support/helps/self-help english franca : academic journal of english language and education vol. 2, no. 2, 2018, iain curup p-issn 2580-3670, e-issn 2580-3689 conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion desti ariani polytechnic of raflesia-rejang lebong arin_desti@yahoo.co.id abstract communicating and interacting in english in classroom discussion remains not easy for some students. in the process of discussion, students often have problems in constructing the language, in producing the language coherently and fluently, and in organizing interaction among participants. this research is a descriptive research which aims at describing conversational gambits used by the english education program students of graduate program of padang state university in organizing their utterances and interaction in classroom discussion. purposeful sampling was used to choose 5 classroom discussions and 13 students who actively gave verbal contribution through the using of conversational gambits. the instruments used in this research were observation, field note, and also interview. the finding showed that the type of conversational gambits frequently used by the students in classroom discussion was linking gambits. the gambits used were frequently functioned as communication control. the research also revealed that the students tended to utter certain conversational gambits; “okay” and “i think” more frequently than others which was caused mainly by their habit in using those gambits in their daily communication. keywords: conversation, gambits, classroom discussion introduction mailto:arin_desti@yahoo.co.id 138 | english franca, vol. 2, no. 2, 2018 the ability to communicate english in oral form is the primary goal that the students are eager to achieve in english foreign language class. such ability requires the students to be able to structure the language correctly based on the grammar and to use the language appropriately based on the situation where the communication takes place. thus, to obtain the ability, students are supposed to be actively involved in the activities demanding them to communicate in english. one of those activities which is often conducted to facilitate and to support the students to speak english in foreign language class is classroom discussion. classroom discussion offers the students a great opportunity to communicate english interactively through the use of verbal language by sharing ideas on certain given topic. however, communicating and producing ideas in english which is not the students’ mother tongue is sometimes problematic and leads the students to be passive. as gall and gillet (2001:98) states that students do not dare to participate actively in discussion since they feel unable to use the language and afraid to make wrong contribution. in addition, enciso (2012:10) proposes that the students’ inability to participate in discussion is resulted from their poor skills in using spoken discourse to take and grasp the turn, to negotiate, to reach agreements, and to share opinion. a preliminary observation on a classroom discussion conducted by a class consisted of 26 students of the first semester of english education program of graduate program of state university of padang portrayed some problems that the students were dealing with. first, they had problem in constructing the language since they were lack of vocabulary. it can be seen in the situation when the students attempted to get involved in discussion, they often took a long pause while thinking the appropriate words to be uttered. besides, they also used their mother tongue when they were unable to find the appropriate english words. second, the students were unable to produce the language coherently and fluently which can be seen from the situation in which the students used too many hesitation (such as: errr, mmm, aaa) but desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|139 utilized limited number of linking words or connector. as the result, their speaking sounds far from native like. the last problem concerned with the problem in organizing students’ utterance (such as, how to explain and give information, how to nominate or change a topic, etc) and interaction (such as, how to signal turns, how to interrupt in a polite way or how to assure that others pay attention and listened while they were speaking) in the discussion. one of the conditions showing the problem above was when more than one student spoke at the same time simultaneously. this condition implied that those students were failed to signal their turn in getting involved in the discussion. another condition was when a presenter kept speaking and giving explanation while the others were busy on their own activity which implied that the speaker was unable to control the communication and ignored to assure the audience paid attention and listened to his explanation. these conditions are actually resulted from the inability in using conversational signal, namely gambits. gambits as the conversational signal used to organize utterance and interaction are often employed in classroom discussion. they refer to the words, phrases, or sentences that are utilized by a speaker to help him convey what he wants to say, such as to introduce a topic of conversation, to link his idea to the previous one, or to respond a certain utterance given by another (keller and warner, 2002:4). in discussion, there are some gambits which are frequently used by the students, such as in my point of view….” to express opinion, “sorry for interrupting…” to interrupt someone’s speaking, or “i would like to say something on that” to signal that the students wish to take speaking turn. however, the gambits are not limited to such expressions above. gambits may also appear in a simple word such as “first”, “second” to indicate the students’ intention to list something, or “okay”, “right” to show interest. the use of conversational gambits in classroom discussion seems to bring benefits for both speakers and listeners. for the speakers, gambits may function in several ways. first, the gambits are served as 140 | english franca, vol. 2, no. 2, 2018 connectors or markers which help them to organize their utterances in a coherent discourse. second, those gambits can be a strategy for maintaining the smooth flow of the communication by signaling their turn. finally, they also can be pause filler which provides time for the speakers to repair and reconstruct their language while speaking (keller, as cited in taylor, 2002:172). meanwhile, for the listeners, the existence of the gambits in the speakers’ utterance is beneficial in helping them to figure out what actually the speaker is about to say, so they do not get lost and not misunderstand. based on the preliminary observation, the students also used conversational gambits to organize their utterances and interaction during discussion. however, they tended to use limited variation of conversational gambits. in this case, the students tended to use the same gambit to express certain purpose from many other alternatives. for instance in giving opinion, the students frequently used gambit “i think” rather than “in my opinion”, “from my point of view,” or “in my understanding”. further, the students were lack of understanding on the factors necessary for choosing and using conversational gambits which are appropriate to the native norm. for example, the students chose using “i will try to present……” instead of “i would like to present…..” which is more appropriate and commonly used to introduce a topic in a formal situation. finally, the students did not have a clear understanding on the function of the gambits. it can be seen from inappropriate use of gambits in their speaking, such as too many gambits were employed as fillers in one occasion. due to the important role of conversational gambits in classroom discussion and the problems faced by the students above, the writer intends to do further research on this gambits phenomenon. the research then focuses on investigating the types of gambits frequently used, the functions of those gambits, and the students’ reasons in using certain gambits more frequently than others in classroom discussion. hopefully, the result of the research gives a contribution in english language learning from a clear picture on the use of gambits acquired. both lecturers and students may get better understanding on what gambits are and how important they are in verbal communication. desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|141 lecturers may evaluate the techniques or material used to teach speaking, specifically gambits, which in fact are rarely taught in the classroom. in addition, students will be able to use more variations of gambits which are appropriate to the target language norms that further are beneficial for enhancing their communicative skills. theoritical framework defining conversational gambits according to house (as cited in muler, 2005: 23), gambit refers to the linguistic features frequently used in oral interaction that function as markers helping a speaker to organize his utterance into a good discourse meanwhile, richard and schmidt (2010: 239) define gambit, which is known as conversational routine as well, as a word or phrase used to signal the participants’ turn and their contribution in a conversation whether to add new information, to develop the idea given by the previous participant, to express opinion, etc. not so different, keller (as cited in nikhmer, 2013: 23) states that “gambits are certain conversational signal used to introduce level shifts within the conversation or to prepare listeners for the next turn in the logical argument”. the three statements above have underlined the meaning of gambits seen from discourse perspective in which the gambits are recognized as the device that may guide the speaker and listener for having comprehension on the communication through discourse processing by semantically framing certain information or by facilitating the speakers and listeners’ turn taking. in different perspective, yorio (1980: 437) proposes that gambits are the formulaic expressions which are used not only as the strategy to organize written or oral text but also as the strategy for conversational interaction. yorio’s idea emerges the importance of gambits in relation to the interactional function of a conversation which focuses on establishing and maintaining social relationship. types of conversational gambits 142 | english franca, vol. 2, no. 2, 2018 edmonson and house (as cited in jantscher, 2007: 206) differentiates the types of gambits into three; up-takers, clarifiers, and appealers. up-takers refer to the speaker’s acknowledgement of the preceding utterances made by the interlocutor which aim at prefacing a speaker’s move (yeah, yes, i see, right, okay, hmm, ah, uh) and expressing speaker’s attitude or emotion toward what he has just heard, such as expressing interest, surprise, or disbelief (really, great, terrific, good, oh dear, not again). clarifiers refer to the utterances that are uttered now which aim at establishing, increasing, and restoring the relationship between the participants of the conversation in which a speaker intends to say something which is not welcoming to the listeners (you see, you know) and also emphasizing a point that the speaker makes (i’ll tell you what, this is what i’m getting at). and the last, appealers refer to the utterances of the speaker which aim at inviting the listeners to take turn in giving agreement or acknowledgment (question tags, okay, right). another idea on the types of gambits is suggested by keller and warner (2002: 4). they prefer the common terms which are easier to be understood together with detail subtypes of the gambit as follow: opening gambits opening gambits occur when a speaker intends to start a conversation or to introduce new idea during the conversation. for example: someone may say “excuse me, please” to attract someone’s attention in order to open a conversation. he then may say “in my view” to introduce something more serious. linking gambits linking gambits are those used to link the speaker’s idea to the previous ideas delivered by himself or another. by using linking gambits, the speaker can move from one idea to the next in a good logical order. therefore, it will be easier for the listeners to understand what the speaker says. at the same time, those gambits will help the listeners to be more prepared to reply the speaker’s utterances. for example: gambit “in addition……” indicates that the speaker tries to add information on his previous utterance, or the gambit “what i’m trying to say is.…..” may be used to correct his words. responding gambits desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|143 a communication can be said successful when a listener knows how to respond what the speaker says appropriately. thus, responding gambits aim at helping the speaker to respond the other’s utterance, usually for stating agreement/disagreement, showing surprise, disbelief, polite interest, or checking someone understanding. someone may say “you must be joking!” with a higher tone to show that he is strongly disagreed with what another has just said. the two ideas on the types of gambit proposed by edmonson and house and also keller and warner above actually have something in common. they are used to regulate the discourse of speech among the participants of a conversation by signaling the turn and regulate the interaction by giving certain respond. although edmonson and house and keller and warner use the different terms for the types of gambit, some of those terms actually refer to the same thing. the up-takers and clarifiers proposed by edmonson and house somehow have the same meaning to the responding and linking gambits proposed by keller and warner. functions of conversational gambits keller (as cited in taylor, 2002: 172 and in nikhmer, 2013: 228) proposes that gambits may serve one or more of the four functions; as semantic introducers, signaling the participants’ social context, signaling a person’s state of consciousness, and as communication control. the first function of gambits is as semantic introducer. gambits in this case provide the general frame of the topic that the speaker wishes to convey in his utterance whether to frame his intention in giving opinion, suggesting, interrupting, adding thing, and so on. the second function of gambits is as the signal of the participant’s social context. thus, gambits expressions can be used to signal the participant’s turn in the interaction whether taking turn, holding turn, relinquishing turn or abandoning turn. by signaling their turn, a speaker can keep the flow of the interaction and avoid the problems such as overlapping or long pause. the third function of gambits is as the signal 144 | english franca, vol. 2, no. 2, 2018 of a person’s state of consciousness. gambits are used to indicate someone’s readiness to receive or to provide new information and to suggest that some knowledge or concern is being shared. and the last function is as communication control. in this case, gambits are used as pause fillers to gain the time while speaking, and to assure that the communication channel is opened. in addition, dornyei and scott (1997: 190) introduce gambits in their theory on communication strategies. they identify gambits as one of the strategies called as the stalling and time-gaining strategies which aim at helping the speakers to overcome the problems and maintaining the communication process. dornyei and scott’s idea stating that gambits serve the function to fill the pause and to assure that the communication channel is opened is in line with the communication control function proposed by keller. as fillers, gambits may help a speaker dealing with his insufficient vocabulary and grammar by providing him the opportunity to repair and reconstruct his language while speaking. and at the same time, long pause or even silence can be avoided. some gambits commonly used for this purposes are “okay, well, you know, you see, etc”. meanwhile, the gambits “are you with me? is that clear? etc” function at assuring that the listeners pay attention and understand on what the speaker says therefore the channel of the conversation remains open. meanwhile, wray (2000) seems to compile the function of gambits proposed by keller and dornyei and scott in the term of formulaic sequences. according to wray, gambits or formulaic sequences have two main functions; saving effort in processing utterances and achieving socio-interactional functions. the first function is that gambits may help the speaker to achieve speedily access in processing utterances in three ways; as fillers (if you like, if the truth be told) by giving the time for the speaker to think, as turn signals (let me just say, i wanna tell you…), and as discourse markers (firstly, secondly) by framing the construction of speaker’s discourse. the second function relates to the aspect on how someone should treat and should be treated in a social communication either in requesting (could you repeat that please), thanking (thank you very much), and so on. in line with wray, slade and thornbury (2006) desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|145 develop the functions of gambits in terms of conversational routines. those functions are as fillers (i mean, sort of), discourse markers (on the other hand, by the way, in other words), and social formula (greeting, thanking, offering, etc). factors that influence the choice of gambits people involve in a large number of communication that requires them to use different variation of language. in language learning, the ability to use the appropriate variation of language is one of the measurements of fluency. in this case, someone is considered to be fluent in speaking a certain language when he is able to match the language used to the settings where the communication takes place, to the persons whom he talks to, and to the context in which the language is being used. gambits, just like other language features, also have a large variation. therefore, to choose the appropriate gambits to be used in a communication, someone should consider two important factors; situation and participants/audiences (keller, in coulmas, 1981: 105). the first factor proposed by keller in choosing the appropriate gambits is the situation. gambits should be used based on the context and the situation of the communication. supporting keller’s idea, muller (2005: 105) gives the example on the difference use of two gambits commonly uttered for doing interruption; “excuse me for interrupting” which is more appropriate to be used in formal situation and “wait a minute” which is more suitable in informal and familiar context. another support comes from edmonson and house (as cited in duffon, 1995: 28) who underline the effect of using inappropriate gambits toward the speaker. further they explain that when a speaker uses gambits inappropriately to the situation, the speaker may be regarded as uncooperative and impolite. the second factor mentioned by keller is participants/ audience. the social role occupied by the participants within the group and the size of the audience are two aspects necessary to be considered at this 146 | english franca, vol. 2, no. 2, 2018 point. what is said by keller as social role has been further explained by brown (2003: 5). according to brown, social role implies someone’s position in a group, for instance as teacher or student in the classroom, as manager or employee in an office, or as parent or children in a family. those roles may affect the language choice to be used in the communication. besides social role, the size of the audience also influences the choice of gambits. keller states “several gambits are marked for use with a single listener, while with a larger audience, the unmarked form might be used.” for instance, to offer a suggestion to a single audience, one might say “if i were you,” while for more than one audience, one might choose the unmarked form “why not….”. research methodology this research was carried out through a descriptive research. the population of the research was the first semester of english education program of graduate program of state university of padang. there were about 63 students. the sample taken for the research was those who involved in 5 classroom discussions. they were chosen by using purposeful sampling. there are two kinds of data collected for the research. the first one is the students’ interaction consisted of the conversational gambits used in classroom discussion. the writer obtained these data by doing direct observation on several classroom discussions. and the second is the interview on the students’ reasons for frequently using certain gambits. both of the data above were collected by using video recording. the data were analyzed by applying procedures suggested by miles and huberman (1994:10). first, the writer selected only useful data taken from all the data that had been collected from the observation and interview. for observation data, from 7 classroom discussions observed, the writer just chose 5 of them which provided clearer audio visual data needed for making transcription. in the same line, the writer only chose 8 from 13 interviews since they had provided enough information and the rest interviews tended to repeat the desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|147 information got from the 8 interviews. both of the data then were transcribed. after making transcription, the writer organized the collected data by classifying them into the types and functions of conversational gambits. next, the writer calculated the frequency of the conversational gambits used and correlated the frequency with the factors that influence the students to choose certain conversational gambits gotten from the interviews. finally, the writer summed up and took final conclusion by adjusting all the data from the observation with the interview result. findings and discussion type of conversational gambits frequently used by the students in classroom discussion from five classroom discussions observed, it is discovered that the students employed gambits about 262 times in their interaction during the process of discussion. the gambits used are included into three types; opening, linking, and responding. among these types, linking gambits is found to be used more frequently by the students. the results of the data are presented as follow: table.1 the frequency of types of conversational gambits used by the students in classroom discussions. n o . types of conversational gambits frequency percentage opening 39 14.89% linking 144 54.96% responding 79 30.15% total 262 100% 148 | english franca, vol. 2, no. 2, 2018 to be clearer, the frequency of the types of conversational gambits used by the students in classroom discussion can be seen from the graphic below: 0 20 40 60 80 100 120 140 160 opening linking responding 54.96% 30.15% 14.89% graphic.1. the frequency of types of conversational gambits used by the students in classroom discussions. linking gambits was used more frequently since the important part of the discussion itself is when the students each other shares their understanding on the topic of discussion which requires them to add information, to summarize their explanation, to emphasize an aspect, to clarify their own or others’ utterances, as well as to fill the pause occurring during the sharing process. therefore, in the practice, the students employed 6 subtypes of linking gambits served for the purposes above; adding thing, ending/summarizing, emphasizing an aspect, clarifying own word, clarifying other’s words, and filler gambits. among these subtypes, fillers were utilized much more frequently. it can be seen from the frequency of fillers which is much higher than those of other subtypes. functions of the conversational gambits used by the students in classroom discussion from the data taken, it was found that the gambits employed by the students during discussion fulfill four functions; as semantic desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|149 introducer, as the signal of the participant’s social context, as the signal of a person’s state of consciousness, and as communication control. however, those functions are quite different in the term of their frequency. table.2 the frequency of functions of conversational gambits used by the students in classroom discussion n o . functions of conversational gambits frequency percentage as semantic introducer 73 19.16% as the signal of the participant’s social context 119 31.23% as the signal of a person’s state of consciousness 17 4.46% as communication control 172 45.15% total 381 100% to be clearer, the frequency of the functions of conversational gambits used by the students in classroom discussion can be seen from the graphic below: 150 | english franca, vol. 2, no. 2, 2018 0 20 40 60 80 100 120 140 160 180 200 as semantic introducers as the signal of the participant's social context as the signal of a person's state of consciousness as communication control 19.16% 31.23% 45.15% 4.46% graphic.2 the frequency of functions of conversational gambits used by the students in classroom discussions. the first function is as semantic introducers; introducing the general frame of the students’ talk. in the practice, the gambits were largely employed at the beginning of students’ statements and were purposeful to prepare the listeners for the message which soon would be uttered that hence made the listeners planning an appropriate response. gambit “it’s better to…” for an instance, were used to lead the listeners’ understanding that the speaker would share suggestion. the listeners then might agree, disagree or give an addition toward the suggestion offered as a response. thus, the gambits function as semantic introducers are categorized into the gambits of giving opinion, asking for information, offering suggestion, clarifying own words, summarizing, adding thing, emphasizing an aspect, clarifying other words, expressing understanding, and agreeing/disagreeing. the second function of gambits is as the signal of a participant’s social context. gambits were used by the students to signal their turn whether in taking, holding, or relinquishing the turn. to signal their willingness in taking the floor, the students employed gambits at the desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|151 beginning of their utterance. on the other hand, to signal their intention to hold the turn, they used gambits in the middle of their utterance. as it is observed, the most frequent gambits used to signal this taking and holding turn are those categorized into filler gambits. this finding is supported by thornbury and slade (2006:56) who say that fillers mainly employed in two positions; at the beginning of the speaker’s utterance to indicate his intention to take turn and in the middle of his utterance that indicates his speaking turn is not yet finished. viewed from their frequency, these taking and holding turn were quite frequently used by students during discussion. the reason perhaps is due to the necessity in maintaining the organization of they own utterances and the orderly of their turn transition to avoid problems, such as silence or overlapping. it can be seen from the evidence that only a few interruption were made by the student. different with taking and holding turn, gambits which were used to relinquish turn were employed at the end of students’ utterance that hence indicates they have finished their speaking turn and would like others to take over. for this purpose, the gambits used are those categorized into the checking gambits. this relinquishing turn is dominated by moderator and the reason might be that moderator acts as person in charge in moderating the process of discussion including in arranging the students’ transition in speaking. thus, to organize the turn transition, the moderator nominates the student who will be the next speaker. this is in line to what is said by schamatzer (as cited in pohaker, 1998:30) that a chairman in a meeting may select next speaker and invite him to give contribution by pronouncing the name and using certain gambits expression, such as “would you like to comment on this?” or “what are your views on that?”. the next function of gambits used by the students in the discussion is as the signal of the students’ state of consciousness. the term consciousness seems to refer to students’ awareness in choosing a subset of gambits to deliver their ideas in order to achieve certain effects. some certain gambits, based on the data, were chosen by students for some purposes; to indicate their readiness in providing 152 | english franca, vol. 2, no. 2, 2018 information and also to signal whether they have the same or different knowledge. gambit “i want to give addition”, for example, was selected by the students to indicate that the upcoming utterances would be addition of the previous explanation that might gain other participants’ attention. thus, the gambits used for this purpose are categories into giving opinion, offering suggestion, adding thing, clarifying own words, and agreeing/disagreeing gambits. however, the term of consciousness shall not be generalized to all gambits used. nikhmer (2013:233) proposes that some gambits were used unconsciously by the people since those gambits already become their personality and are habitually used in their interaction. nikhmer’s idea supports the finding of the current research that some of the gambits, such as “i think” and “okay”, were so frequently used out of the students’ awareness. the interview shows that the students used these gambits just because of their habit in using them again and again in every speaking. the last function of gambits utilized by the students in classroom discussion is as communication control. compared to other three functions of gambits mentioned earlier, communication control takes the highest frequency which means that the gambits used by the students in classroom discussion were mostly functioned at controlling their communication. the result of observation portrays that students control their communication during the process of discussion in three ways; filling the pause, establishing and maintaining social relationship, and keeping the channel opened. gambits serve a communication control in the case that they were used to fill the pause appearing in the communication. according to simensen (2010:3), gambits which are lexical items with no conventional meaning are often used to fill the pause which naturally occurs when speaker starts to breathe, to organize, and to choose the best words before conveying ideas. simensen’s statement implies that gambits might control the communication by providing the time for speakers to organize their utterances. what is said by simensen supports the finding of the current research that the students often employed gambits to fill the pause appearing in two sequences of the desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|153 discussion; at turn exchange and during the students’ speaking turn. thus, the gambits used for this purpose are those categorized into filler gambits. at turn exchanges, students frequently employed these gambits at the beginning of their utterance. the result of the interview discloses that filler gambits, at this sequence, were used as the starting point of students speaking which were purposeful to provide extra time for them to prepare the words to be uttered as well as to gain other students’ attention. during the students’ speaking turn, the gambits were likely used to gain time needed to choose the appropriate words and to reconstruct their language. in short, gambits served the communication control function since they helped students to control and maintain their speaking turn and to prevent long pause which might break down the communication during the discussion. establishing and maintaining social relationship among participants of discussion through the use of gambits remains to be another way to control communication. wray (2000:477), who introduced this function under the topic of formulaic sequence, states that the use of formulaic sequence, such as gambits, emphasizes on the effects of the gambits used on the hearers. further, he explains that the use of gambits in social interaction is purposeful to manipulate others and to stratify their emotional needs whether by requesting, apologizing, or thanking. relevant to this theory, the current research reveals that gambits were largely used as socio-interactional mentioned above. thus, the gambits used for this purpose are those which fall into thanking gambits. from the data, thanking gambits were utilized by the students to represent their respect and appreciation for getting turn to speak, for getting information, and for getting attention that the other participants gave during discussion. related to wray’s theory, showing respect and appreciation will probably give a positive effect on creating a comfortable atmosphere among participants of discussion. as the result, students might be able to establish and maintain their social relationship. besides, the fact that in indonesian culture expressing 154 | english franca, vol. 2, no. 2, 2018 thanking is considered polite perhaps becomes another reason for the students to use thanking gambits so frequently. finally, keeping the channel opened has been found to be the last way in controlling the interaction during discussion. the gambits used for this purpose are those categorized into checking and expressing understanding gambits. as it is observed, checking gambits were employed by the students for two reasons. the first is to assure sure they have the same idea on the topic of the question before giving an answer. the second is to assure that the explanation conveyed was understood by the listeners. expressing understanding gambits, on the other hand, were utilized as the response to the checking gambits; to express their understanding. by checking and expressing understanding, students might be on the same track and might not get lost on the topic of discussion. therefore, they could maintain the continuity of their ongoing talk that further would sustain the continuity of the process of discussion itself. the reasons of the students in frequently using certain conversational gambits in classroom discussion another remarkable point of the finding is that the students tended to use certain conversational gambits in classroom discussion. two gambits are noted to be the most frequent used by the students. they are “okay” which occurred 86 times and “i think” which occurred 16 times. based on the result of the interview, students used those two gambits more frequently than other gambits served for the same purposes for some reasons. the first reason relates to the students’ habit. according to the students, they tend to use a certain gambit since they are accustomed to using those gambits in their daily communication. this reason is supported by nikhmer (2013:233) who argues that some gambits are routinized since they are used habitually by the people. the second reason is because those gambits are considered simpler to be used. the term “simpler” in this research was annotated by the students to word by word translation of indonesian. since it is desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|155 not time-consuming, word by word translation seems to be used by the students to compensate the limited time they have in each turn of speaking. the last reason is because in students’ point of view, those two gambits are more common used in formal or informal situation. in accordance with the factors that influence the using of certain gambits proposed by keller (in coulmas, 1981:105), this last reason implies that the students also consider the situation where the communication takes place in using certain variation of gambits. conclusion based on the result of the findings, it can be concluded that the type of conversational gambits frequently used by the students in classroom discussion is linking gambits. from some subtypes of linking gambits, fillers are the most frequent employed by the students to fill the pause and to obtain time to think. most of the conversational gambits which were employed by the students in classroom discussion function as communication control. however, they may also function as semantic introducer, as a signal of participant’s social context, and also as a signal of a person’s state of consciousness with less frequency. during the discussion, students frequently used certain gambits for some reasons. first, the students are accustomed to using those gambits in their daily communication. second, in students’ point of view, those gambits are simpler since they are translated directly from indonesian. third, those gambits are considered appropriate to be used in formal or informal situation. references chalak, azizeh and norouzi, zahra. 2014. a contrastive analysis of english and persian native speakers’ use of gambits. ijrelt, vol. 1. no. 3, pp: 61-70. 156 | english franca, vol. 2, no. 2, 2018 coulmas, florian. 1981. rasmus rask studies in pragmatic linguistics. vol 2: conversational routine. netherlands: mouton publishers. enciso, olga lucia uribe. 2012. helping business english learners improve discussion skills. colombian applied linguistic journal. vol. 14, no. 2, pp: 1-76. gall, m. damien and gillet, maxwel. 2001. the discussion method in classroom teaching. http: treeturtle.com/thediscussionmethod.pdf. retrieved on march 19th, 2014. keller, e. 1979. gambits: conversational strategy signals. journal of pragmatics. republished in coulmas (1981) rasmus rask studies in pragmatic linguistics. vol 2: conversational routine. netherlands: mouton publisher. keller, e and wanner s. 2002. conversation gambits. real english conversation practices. 2nd ed. boston: language teaching publication. miles, m.b. and huberman, a.m. 1994. qualitative data analysis. 2nd ed. sage publications. london: international educational and professional publisher. nikhmer, amir. 2013. gambits in a new light. international journal of applied linguistics & english literature. vol. 2, no. 4. pöhaker, k. 1998. turn-taking and gambits in intercultural communication. instituf für anglistik . http://archive.ecml.at/documents/.../pdescpenze2001.pdf. retrieved on april 1st, 2014. simensen, a.m. 2010. fluency: an aim in teaching and a criterion in assessment. acta didactica norge. vol. 4 nr.1 art.2, pp: 1-13. desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|157 taslim, fadila. 2014. “communication strategies in question and answer in class discussion of second semester students at the english education program of graduate program of state university of padang”. unpublished thesis. state university of padang: english education program. taylor, gregory. 2002. teaching gambits: the effect of instruction and task variation on the use of conversation strategies by intermediate spanish students. foreign language annals. vol. 35, no. 2. thonbury, scott and slade, diana. 2006. conversation: from description to pedagogy. cambridge university press. wray, a. 2000. formulaic sequences in second language teaching: principle and practice. in applied linguistic, 21/4, pp: 463-489. 158 | english franca, vol. 2, no. 2, 2018 english franca : academic journal of english language and education vol.4, no.2, 2020, iain curup p-issn2580-3670, e-issn2580-3689 doi: http://dx.doi.org/10.29240/ef.v4i2.1822, page 181-202 effective commands to overcome students with disruptive behavior in the classroom luh kade diana kusumadewi ganesha university of education, singaraja, indonesia kadedianaa@gmail.com luh diah surya adnyani ganesha university of education, singaraja, indonesia surya.adnyani@undiksha.ac.id ni putu astiti pratiwi ganesha university of education, singaraja, indonesia astitipratiwi@undiksha.ac.id abstract this study was conducted which aimed at investigating effective commands used by teachers in tk aura sukma insani to overcome disruptive behaviors by identifying: 1) the types of disruptive behavior done by students, 2) the types of command used by the teachers, and 3) the commands which are effective based on students’ responses. teachers and students from a2, a1, and toddler class were the subject of the study while disruptive behaviors done by the students and commands used by the teacher were the object of the study. all the data were gathered through observation, questionnaire, and interview. the result revealed that there were 145 disruptive behaviors found and seven type of commands used by the teachers including question command, regular command, indirect command, don’t command, stop command, negative command and other command. moreover, most of the commands given were effective based on the effects on students’ behavior. from the result, it could be concluded that regular command and other command were the most effective types of command used by teachers to overcome disruptive behaviors because the commands related were clear, understandable, and simple. therefore, the student were easy to understand what the teachers intended. keywords: disruptive behavior; effective command; kindergarten teacher mailto:kadedianaa@gmail.com mailto:surya.adnyani@undiksha.ac.id mailto:astitipratiwi@undiksha.ac.id 182 |english franca, vol. 4, no. 2, 2020 introduction based on categories of government regulation nomor 84 tahun 2014, a kindergarten is a form of early childhood formal education that organizes a program for children to take education from the age of 4-6 years old (kemendikbud, 2015). these ages can be said as a sensitive age because the physical and psychological maturation of children is ready to respond the stimulus from the environment (israwati, 2017; musyarofah, 2017). in which, the children tend to be more controlling their own world based on what they absorb from their surroundings. since that they are young learner, piaget (1929) in kesselring & müller (2011) stated that they are egocentrics in which they only think on oneself without minding their surroundings. when they find something which are more interesting, they will be busy with themselves which lead them to do disruptive behavior. disruptive behaviors are known as overlapping activities in the form of interrupting and arguing, disrespect for classroom rules and procedures, and disturbing classroom’s members done by students in the classroom (bowen, jenson, & clark, 2004). based on previous study conducted by ghazi, shahzada, tariq, & khan (2013; tiwari & panwar (2014; yusoff & mansor (2016), the common disruptive behaviors done by students in classroom were disturbing friends, taking others’ belonging, making noises, talking out of turn, out of seat, sleeping during the lesson, chitchatting to one another, and disobeying teacher’s instruction. classroom condition and environment influence students to do disruptive behavior (ghazi et al., 2013; karakaya & tufan, 2018; şanlı, 2019). the continuance of disruptive behaviors makes a negative impact on the development of children. classrooms with frequent disruptive behaviors have less academic engagement, and the students who are in disruptive behaviors tend to have lower grades (bowen et al., 2004; karakaya & tufan, 2018; lopes, silva, oliveira, sass, & martin, 2017; martella & merchand-martella, 2015; oliver, wehby, & reschly, 2011). letting the students to do such a disruptive behavior will give a bad impact for themselves. as a result, it will impact their learning outcomes at school. moreover, the one thing that becomes a concern, it will also distract children development since they are as a young learner. luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 183 as a classroom manager, a teacher as an important role in overcoming those kinds of disruptive behavior problem that happens during the learning process. if the students with disruptive behavior do not have a proper reaction from the teacher, they may tend to do those kinds of behavior continuously. teacher behavior is affect students character especially in disruptive behavior (apriani, 2019; apriani, 2019). therefore, teacher’s command is needed here in order to decrease disruptive behavior in classroom. matheson & shriver (2005) revealed that effective command is a prominent aspect in managing classroom behavior because through effective command it will help teachers to direct and attract students' attention to stop activity that might be harmful for students and their surroundings. based on the preliminary observation conducted in tk aura sukma insani, teachers in this kindergarten school have provided several commands for their students. however, the teachers stated that there was no consideration in stating the command because they have no underlying theory about it in which made the commands given sometimes worked and sometimes just temporarily stopped students’ disruptive behaviors. thus, knowing types of command used is needed in order to make the teachers easier to classify which command could be effective to overcome certain disruptive behavior. therefore, it will give an effect on students’ disruptive behavior. in line with this, (bertsch, houlihan, lenz, & patte, 2009) proposed several types of command that can be used by teachers to overcome ongoing disruptive behaviors done by students in the classroom. these type of commands including interrogation command, question command, regular command, indirect command, stop command, don’t command, negative command, and other command. based on aforementioned statement, this study was conducted which aimed at investigating effective commands used by kindergarten teacher in teaching english for students with disruptive behavior by identifying 1) the types of disruptive behavior done by students in english class at tk aura sukma insani, 2) the types of command used by kindergarten teachers in english class at tk aura sukma insani, and 3) 184 |english franca, vol. 4, no. 2, 2020 the commands which are effective in overcoming students with disruptive behavior. theoretical framework in the real classroom situation, the teacher may find numerous behavior problems that are coming from the students. those problems that bother the teaching and learning process are known as classroom disruptive behavior. moreover, classroom with frequent disruptive behavior leads the teacher to make a continual comment to students with disruptive behavior (sun & shek, 2012) which indirectly impacts other students who behave normally. disruptive behaviors are known as overlapping activities in the form of interrupting and arguing, disrespect for classroom rules and procedures, and disturbing classroom’s members done by students in the classroom (bowen et al., 2004) for example: arguing to each other, interrupting classroom’s members, wandering around the room, and disturbing classmates’ work. in line with this, nicholas (1998) in bowen et al. (2004) also mentioned top ten lists of the most disruptive behaviors that teachers reported were including talking out, not following direction, not respecting others, not finishing work, fighting, acting out, arguing, out of seat, tattletale, and interrupting. regarding to types of disruptive behavior mentioned by (bowen et al. (2004) above, each type of disruptive behavior also has its subtypes. the first type of disruptive behavior is related to arguing/interrupting with two sub-types including arguing and interrupting. arguing refers to an activity that involves students in arguing to one another about the topic that is not relating to the lesson in which makes the classroom’s members feel bothered. moreover, interrupting also refers to an activity done by students when they interrupt the classroom’s members with inappropriate topic while explaining something. furthermore, the second type of disruptive behavior is disrespect for classroom rules and procedures. the sub-types of disrespect for classroom rules and procedures are derived based on classroom’s stated and unstated rules. if the students are done such an activity that out of luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 185 classroom’s rules and procedure it indicates that the students doing disruptive behavior related to disrespect for classroom rules and procedures. these are the following of disruptive behavior which out of classroom’s rules and procedures including chitchatting, disobeying teacher’s instruction, ignoring teacher, lying on the floor, making noises, out of seat, playing, praying improperly, sitting improperly, taking out of turn, and wandering around the room in which there are eleven subtypes in total. the last type of disruptive behavior is disrtubing classroom members. the sub-types that belong to disturbing classroom’s members are classified based on activity done by the student in which this activity tends to be more disturbing he classroom’s member during the learning process. those activities that refer to disturbing classroom’s member are disturbing friend, disturbing teacher, screaming, seeking attention, and taking other’s belonging. the continuance of disruptive behaviors makes a negative impact on the development of children. classrooms with frequent disruptive behaviors have less academic engagement, and the students who are in disruptive behaviors tend to have lower grades bowen et al., 2004; karakaya & tufan, 2018; lopes et al., 2017; martella & merchand-martella, 2015). therefore, letting the students to do such a disruptive behavior will give a bad impact for themselves. as a result, it will impact their learning outcomes at school. therefore, teacher’s command is needed here. the most prominent aspect that should be owned by the teacher in managing effective classroom management is providing effective commands for their students (matheson & shriver, 2005). command is a crucial aspect used by the teachers to direct and attract students' attention to stop activity that might be harmful for themselves and surroundings (bertsch et al., 2009; martella & merchand-martella, 2015; şanlı, 2019). through appropriate command, it will help the teacher to increase disruptive behavior problem in classroom. in line with this, bertsch et al. (2009) proposed the types of commands based on its form: 1) interrogation command, 2) question command, 3) regular command 4) 186 |english franca, vol. 4, no. 2, 2020 indirect command, 5) stop command, 6) don’t command, 7) negative command, and 8) other command. the first is interrogation command. this kind of command refers to a type of statement in the form of a question which typically used to interrogate on why the students did the ongoing behavior, for example: ‘why did you do that?’ however, this type of command is used to be responded by the children verbally. the second is question command. question command is a command in the form of a question that expects the response in a motoric way which aims at directing students’ behavior, for example: ‘would you please sit down in the good position?’. the third is regular command. regular command refers to a command that is stated directly in the form of imperative statement to stop ongoing disruptive behavior done by the students, for example in the statement ‘come here’, ‘sit down please!’. the fourth is indirect command. indirect command is the opposite of the direct commands which refers to give suggestions or options about something in order to stop ongoing disruptive behavior done by students, for example: ‘i will not play the music if you still make noises.’ the next is stop command. stop command refers to a command to stop the ongoing behavior which is typically using the word ‘stop’ to start the command, for example: ‘stop crying’, ‘stop running’. the sixth is don’t command. don’t command is a command that has the same purpose with stop commands but the statement stated differently. this command is usually using the word ‘don’t’ to start the command, for example: ‘don't run', ‘don’t disturb your friend!’. the seventh is negative command. negative command is a command which consists of command to stop ongoing behavior but usually avoiding words ‘stop' and ‘don't', for example, ‘silent!’. the last is other command. other command is a command which out of the categories mentioned above and sometimes consisting of two or more types of command, for example: calling students’ name, ‘can you please stop? fold your hands!'. as what have been stated by bertsch et al (2009), there are several types of command that should be known in order to give appropriate command in handling students with such kinds of disruptive behavior problem. on one hand, knoster (2014) stated that luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 187 effective command should be given in clear, understandable, and simple way. on the other hands, forehand and mcmahon (1981) in (matheson & shriver, 2005) stated that commands can be said as effective, if that is directly stated, specific, consisting of one step, developmentally appropriate, using positive phrase, and given once. moreover, forehand and mcmahon (1981) in matheson & shriver (2005)defined effective command based on its effect on students’ behavior. it can be said as effective if the students could change their behavior from disruptive to be a good student. research methodology this study referred to a descriptive study using a qualitative approach. this study was conducted in tk aura sukma insani which located at gang mawar no. 10, sambangan, sukasada sub-district, buleleng regency. the three teachers from different classes as well as 67 students from those classes including a2, a1, and toddler class were observed as the subject of this study. meanwhile, the objects of this study were disruptive behaviors done by students and commands used by the teachers for overcoming students with disruptive behavior during the class. observation, questionnaire, and interview were methods used in collecting the data related to this study. the instruments used including observation sheet, questionnaire, interview guide, video recorder, and voice recorder. the obtained data were analyzed qualitatively by investigating the general commands used by the teacher and the effective command used for students with disruptive behavior. to help the researcher analyzes the data, the researcher used the technique of data analysis based on the categories of (miles & huberman, 1994) in which the data analysis consists of three steps namely, data collection, data reduction, data display, and conclusion drawing. in order to increase the credibility and validity of the data, the researcher used methodological triangulation in this study. the researcher employed methodological triangulation in gaining information by conducting observation, distributing questionnaire, and conducting interview. 188 |english franca, vol. 4, no. 2, 2020 findings & discussion the findings of this present study will be divided into several main parts regarding to the research questions of this study. three teachers and some students in three different classes (a2, a1, and toddler class) were observed as the subject of the study. a2 class was observed on the first and fourth day of observation. a1 class was observation on the second and fifth day of observation. toddler class was observed on third day observation. the result of observation from each objective of the study are presented as follows. types of disruptive behavior done by students in tk aura sukma insani the types of disruptive behavior done by students in tk aura sukma insani were conducted through observation which was taken five times in three different classes. every student in three different classes indicated done such kinds of disruptive behavior during the english class. there are three types of disruptive behavior proposed by bowen et al., (2004); interrupting and arguing, disrespect for classroom rules and procedures, and disturbing classroom’s members, used in the present study as a guidelines to identify types of disruptive behavior done by students during english class in tk aura sukma insani. the result of observation were presented on the table 1 below. table 1. the occurrence of disruptive behavior done by students in tk aura sukma insani no type of disruptive behavior observation i ii iii iv v arguing and interrupting 1 arguing 2 interrupting 2 1 disrespect for classroom rules and procedures 1 chitchatting 1 3 1 3 4 2 disobeying teacher’s instruction 3 6 4 1 4 3 ignoring teacher 2 7 3 2 4 lying on the floor 2 3 luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 189 5 making noises 1 2 6 4 6 out of seat 1 4 3 4 7 playing 1 1 7 2 4 8 praying improperly 1 3 1 2 9 sitting improperly 1 7 1 2 6 10 taking out of turn 1 11 wandering around the class 2 1 disturbing classroom’s members 1 disturbing friend 3 6 3 2 2 disturbing teacher 3 screaming 2 1 1 4 seeking attention 2 1 3 5 taking other’s belonging 1 total 145 all of the disruptive behaviors done by students in tk aura sukma insani during five times of observation were displayed on the table 1 above. the result showed that there were totally 145 disruptive behaviors done by the student which had accumulated with the three types of disruptive behavior proposed by bowen et al. (2004); arguing and interrupting, disrespect for classroom rules and procedures, and disturbing classroom’s members. from all common behaviors mentioned on the table above, it could be known that arguing and disturbing friend were not done by the students during the learning process. moreover, types of disruptive behavior done by students in a1 and toddler class were more varied than a2. for an example, interrupting and wandering around the class were two of common behaviors done by students in a1 and toddler class while students in a2 class were not done those such kinds of behavior. in line with this, students in a2 class also indicated that they have less disruptive behaviors done during the learning process which could be seen on the occurrence of disruptive behavior on first and fourth observation. overall, from the data displayed above, it could be concluded that the types of disruptive behavior related to disrespect for classroom rules and procedures including chitchatting, disobeying teacher’s instruction, ignoring teacher, lying on the floor, making noises, out of seat, playing, 190 |english franca, vol. 4, no. 2, 2020 praying improperly, sitting improperly, taking out of turn, and wandering around the class was the most frequent disruptive behavior done by students in in tk aura sukma insani which dominated on each observation. disruptive behaviors are known as overlapping activities in the form of interrupting and arguing, disrespect for classroom rules and procedures, and disturbing classroom’s members done by students in the classroom (bowen et al., 2004). since this study was conducted in kindergarten school, the students that were being observed were around four to five years old. generally, at this age the students tend to have their own worlds which make them busy with themselves. indirectly, it leads students to do such kind of disruptive behaviors during the learning process. from the data gathered in interview, the teachers stated their opinions about how disruptive behavior could happen during the class. one of teacher’s response can be seen on the following quotation. “the students tend to get bored quickly. moreover, this age is still around 4-5 years old, so their concentrations is quite weak. they are more comfortable doing something that they want to do especially do such kinds of thing together with the friends.” (teacher 3) regarding to teacher’s response on how the disruptive could happened during the class, it showed that the students mostly had lack of concentrations which made them easy to get bored. theoretically, herbert & wookey (2004) stated that children in the age around four to five years old only have 13 to 15 minutes for their attention spans. therefore, because of this short of attention span, it makes the students easy to lose their focus which tended to be distracted with their surroundings. conclusively, it can be said that the theory and findings are in line that students in age of four to five have short of attention spans which makes them easy to get bored and leads the students to do disruptive behavior when they have less interest with the lesson. ghazi et al., (2013); karakaya & tufan (2018); şanlı (2019) on their research stated that classroom condition and environment also luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 191 influence students to do disruptive behavior. moreover, this age also can be said as a sensitive age because the physical and psychological maturation of children is ready to respond the stimulus from the environment (israwati, 2017; musyarofah, 2017). in line with the observation, disruptive behavior mostly appeared when the teacher only paid attention to certain students. for example, in a lesson, the teacher asked students one by one to coming in front of the class to explain something. hence, the rest of the students who waited the turn were lack of teacher’s attention. therefore, they had nothing to do while waiting their turn. simply, when they found that the ongoing lesson was not that interesting and lack of teacher’s attention, they would prefer to do something that they loves which leaded to do disruptive behavior. it can be said that poor classroom condition and environment leads students to do disruptive behavior. in line with this, from the observation result indicated disrespect for classroom rules and procedures was the most frequent disruptive behavior done by students in tk aura sukma insani during the observation. this result are supported by nicholas (1998) in bowen et al., (2004). based on survey that he was conducted, he stated top ten lists of common problem behaviors that most teachers report, three of them are making noises, disobeying teacher’s instruction, and out of seat in which those behaviors belong to disrespect for classroom rules and procedures. moreover, there were also some previous studies conducted by ghazi et al., (2013); tiwari & panwar (2014); yusoff & mansor (2016) discovering typical disruptive behaviors done by students during the learning process. those disruptive behavior found including sleeping during the lesson, chitchatting to one another during the lesson, taking out of turn, disobeying teacher’s instruction, ignoring teacher, out of seat, making disturbing noises, and wandering around the room in which all of those disruptive behaviors also belonged to disrespect for classroom rules and procedures. therefore, it can be concluded that disrespect for classroom rules and procedures is the most frequent disruptive behavior appeared in this present study which is also in line with the theory and previous studies used in this present study. 192 |english franca, vol. 4, no. 2, 2020 0 5 10 15 20 i ii iii iv v interrogation question regular indirect don’t stop negative other types of command used by teachers in tk aura sukma insani besides of identifying the type of disruptive behaviors done by students during the class, observation was also used by the researcher to identify types of command used by the teachers during teaching english in tk aura sukma insani. there are eight types of command proposed by bertsch et al. (2009): interrogation command, question command, regular command, indirect command, stop command, don’t command, negative command, and other command which used to help the researcher to identify types of command used by the teachers. the result of the observation were presented on the figure below. figure 1 the types of command used by teachers in tk aura sukma insani note: a2 class : observation i & iv a1 class : observation ii & v toodler : observation iii the figure 1 above displayed the types of command used by the teachers in tk aura sukma insani during five times of observation which showed certain commands that used frequently on each observation. there were 113 commands in total used by teachers during the observations which had accumulated with eight types of command luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 193 proposed by bertsch et al., (2009). from each observation that types of command used by t2 in a1 class did not that vary than other teachers in which t2 only used four from eight types of command proposed by bertsch et al., (2009). meanwhile, the other teachers used around six to seven types of command. moreover, when it compared to the total occurrence of disruptive behavior, it found that there were 32 disruptive behavior done by students which were not given a command by the teachers. another thing, from each observation regular command and other command reached highest ranges which indicated those types of command were the most frequent commands used by the teachers in tk aura sukma insani. however, interrogation command was not found during the observation which indicated that interrogation command was not a choice of the teachers in tk aura sukma insani for overcoming students with disruptive behavior. in line with this, in interview, the teacher also agreed that other command and regular command were the most frequent commands used by them which could be seen on the following quotations. “the easiest and simple command is my choice. maybe, regular command and calling students’ name i used the most.” (teacher 2) “actually, calling students’ name directly is enough to distract their attention to make them behave well. does it belong to other command? yes, calling name is the most frequent command i used.” (teacher 3) based on their responses, they stated that other command and regular command were the simplest and easiest command to be used which made students easy to understand what the teachers intended. the teachers also stated that by only calling the students’ name which belonged to other command, is enough to attract students’ attention the teacher. that is not only teachers’ opinion, but it also can be proven from observation time, the researcher found that the students with disruptive behavior were paying attention or following teacher’s instruction when the teachers only called the students’ by their name. 194 |english franca, vol. 4, no. 2, 2020 besides, a regular command was also the most frequent command after other command used by the teacher in overcoming students with disruptive behavior. the regular command can be known as a command which stated directly in the form of imperative statement to stop ongoing disruptive behavior done by the students (bertsch et al., 2009). simply, this command is straight to the point about what students should do. for example, there is a student who sits down improperly and the teacher gives a command in the form of regular command; ‘sit down in the good position, please’.lentini, vaughn, & fox (2005) stated that it would be better if the teachers ask students about what to do rather than what not to do. for instance, it makes the student understand that he should stop his ongoing behavior and sit down in the good position as what instructed by the teacher. the effectiveness of command used by teachers in tk aura sukma insani previously, the researcher has explained the types of disruptive behavior done by students and also types of command used by teachers for overcoming students with those such kinds of disruptive behavior in tk aura sukma insani. this part will be focused on the effectiveness of the command based on students’ responses to the commands given by the teachers. through the students’ responses, the researcher could find out whether or not the commands given were effective.therefore, the result of the effectiveness of the commands based on students’ responses during the observation were distributed as follows. table 2. the effectiveness of commands based on students’ responses in tk aura sukma insani no types of command observation i ii iii iv v e i e i e i e i e i 1 interrogation 2 question 2 4 2 3 regular 1 9 8 1 5 14 luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 195 4 indirect 2 2 1 5 don’t 2 7 2 5 6 stop 4 1 7 negative 1 1 8 other 3 9 1 13 1 11 total 11 0 25 1 33 1 11 0 31 0 note: a2 class : observation i & iv a2 class : observation ii & v toddler : observation iii table 2 showed the effectiveness commands from each observation conducted in tk aura sukma insani. from the table indicated that the commands given to the students were mostly effective. however, 2 out of 113 from the total command were ineffective which appeared in two different times of observation. those command belonged to regular command on second observation (a1 class) and other command on the third observation (toddler class). in this case, the other command was used by the teacher for overcoming student who was sitting improperly. although the teacher had thrown the command, the student still sat improperly. besides, regular command was used to stop students who were wandering around the class while waiting their friends finished the tasks given by the teacher. based on its effect on students’ behavior, it indicated that the commands given were ineffective. in line with this, when the researcher discovering the video of observation, it found that the problem was from the students’ factor. the students were pretending to not hear teachers’ commands. therefore, they tended to not following teachers’ commands to sit down in the good position. piaget (1929) in kesselring & müller (2011) stated that early childhood students are egocentrics in which they place themselves as a center and thinking only on oneself without minding their surroundings. in this case, it can be said that the students only focused 196 |english franca, vol. 4, no. 2, 2020 on their own selves to do something more interesting when the teachers gave them a command. regarding to the most frequent types of command used, the teachers also stated that regular command and other command were the most effective commands in overcoming students’ disruptive behavior. they explained that all of the commands that give a positive effect on students’ behavior could be said as effective command in which this statement is in line with theory stated by forehand and mcmahon (1981) in matheson & shriver (2005). he defined that a command could be said as an effective command based on its effect on students’ behavior. simply, it can be said as effective if the students could change their behavior from disruptive to be a good student. the same things also found in observation, all the commands used by the teachers gave effects on students’ behavior. the students paid attention and followed teachers’ instruction to stop ongoing behaviors. in addition, it can be said another types of command including question command, indirect command, don’t command, stop command, and negative were also effective to overcome students’ disruptive behavior. moreover, from all the types of commands proposed by bertsch et al. (2009), the teachers stated that regular command and other command were the most effective commands in overcoming students’ disruptive behavior. the teachers’ statement can be seen on the following quotations. “if you are asking the most effective, i think is regular command. you might have noticed during the observation, i prefer to use it because it was very clear and easy to be understood.” (teacher 1). “calling students’ name is very effective because could notice them directly. moreover, it is very simple yet clear. the students are also easy to understand.” (teacher 2). from to teachers’ responses about effective command, they stated that regular commands and other commands which referred to calling students’ name were the most effective command because those type of commands were very simple and easy to be understood by the luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 197 students. those types of command were also straight to the point and noticed the students who were doing disruptive behavior directly which is in line with the theory stated by knoster (2014) that effective command should be given in clear, understandable, and simple way. therefore, the students could get the point and follow what the teachers instructed. conclusion command can be defined as an effective command based on its effect on students’ behavior of the students show positive response to their behaviors, it means that the commands given are effective. based on students responses who given commands by teachers it can be concluded that mostly all of the commands used were effective to overcome students disruptive behavior because after the commands given, the students followed teachers’ instruction to stop ongoing disruptive behaviors. however, there were two commands that were ineffective. it was because of students’ factor; they are egocentrics in which they place themselves as a center and thinking only on oneself without minding their surroundings. therefore, commands given did not give any effect on students’ disruptive behavior in which they were still doing their ongoing disruptive behavior although they had given commands. in giving a command, the teachers should concern on how the commands given to the students. since the students are still young learners, the commands given should be in clear, understandable, and simple ways. it was proven in this present study that only calling students by their name could notice them and stop their ongoing disruptive behavior. moreover, asking students what to do is better than what not to do. therefore, the way on how the teachers giving a command to students should be given more attention in order that easy to be understood by the students involved. furthermore, the researcher hopes that there will be other researchers to conduct this study and spare enough time in collecting the data. therefore, a lot of things will be discovered during conducting 198 |english franca, vol. 4, no. 2, 2020 the research. besides, the other researchers are also suggested to find out how a command given to students with disruptive behavior not guarantee them to not doing disruptive behavior in further. after all, those suggestions are expected to give contribution to the field especially in effective commands used to overcome students’ disruptive behavior during the learning process. references ali, a., & gracey, d. 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(2016). the effectiveness of strategies used by teachers to manage disruptivw classroom behaviors: a case study at a religious school in rawang, selangor. journal of educational studies, 1(4), 133–150. 202 |english franca, vol. 4, no. 2, 2020 empty page the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting erfin wijayanti iain fattahul muluk papua erfinsunaryo05@gmail.com abstract this study aimed to investigating the effect of reading newspapers and short stories on students' vocabulary size and whether there is a significant difference between students who read newspapers and short stories at third semester of english education study program in cenderawasih university. the method of the research was quasiexperimental. the sample of the research was the students of third semester english education study program at cenderawasih university. it consisted of 36 students who were divided into two groups, i.e., newspaper group and short story group, which were given the texts as a treatment based on their name's group. the test -2,000-vlt design of nationwas used as the primary instrument test to measure the students' vocabulary size before and after given treatment. after analyzing the data, both groups demonstrated a significant increase in vocabulary size. the newspapers group increased from 1,206 to 1,556 words, while the short story group shows the mean 1,134 words moved up to 1,469 words. however, the t-test shows that the vocabulary size of both the newspaper group and short story group is not different significantly. keywords: effect, vocabulary size, reading, newspaper, short story introduction nowadays, in the teaching and learning of foreign languages, vocabulary is essential to be concerned. the learners with adequate vocabulary are more proficient in mastering english skills instead of students with smaller vocabularies. some evidence also supported that having a wide range of vocabularies make a significant contribution to almost all aspect of l2 proficiency. english franca : academic journal of english language and education vol. 4, no. 1, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 mailto:erfinsunaryo05@gmail.com 18 | english franca, vol. 4 no. 1, 2020 hence, vocabulary is the fundamental element of all four skills. without words, it is impossible to use the language effectively in reading, writing, listening, and speaking. vocabulary, as one of the knowledge areas in language, plays a great role for learners in acquiring a language (cameron, 2001). based on that importance of foreign language, practically vocabulary should be given prior attention. in indonesia, research studies on vocabulary are needed to understand the role of vocabulary in l2 learning and to overcome teaching-learning problems related to vocabulary acquisition. besides, the studies are needed to figure out the lexical competence of indonesian learners of english. the result of vocabulary size studies revealed that english language learners in indonesia are still low. for example, the vocabulary size of the seniors of 15 english department averaged about 2800 word families only (kweldju, 2004) whether the average vocabulary size of the entire english department students in indonesia is about 1800 words only. whereas, for the third grade of students' english department of cenderawasih university showed the best performance just on average 1220 words tested by the writer using 2,000 words. regarding students' vocabulary size, teachers need to start from the most frequently-used words, knowing the meaning of vocabulary frequency list is crucial. the 2,000-word level is the level that mostly used for university students. however, this does not mean that teachers or lectures need to provide students with the list of all meanings of those frequent words and ask them to memorize. learning vocabulary using texts is commonly used since memorizing words list is regarded as burdening the learners. while reading texts, unconsciously, the learners attempt to find out the lexicon of the unknown words. unconsciously those lexicons are stored in their mind, and the vocabulary size increases rapidly. ponniah (2011) states that the reading process is subconscious readers do not know that they are not aware of vocabulary while they read, but, in fact, they subconsciously absorb the meaning. however, in the condition that the vocabularies of the texts are neither too far from learners' vocabulary knowledge nor vocabulary size. it means that, if the learners' vocabulary size is assumed in 1,000-2,000 words level, the reading texts for them should be at that level as stated by stephen's input hypothesis in mehisto (2012) that l2 acquisition takes place as when ‘i+1'. in this term, the ‘i+1' means that the vocabularies contained in texts are a little more advanced from the students' vocabulary level. erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |19 nation (2001) states that reading classes often use newspapers to develop reading skills and increase vocabulary size. thus even though the activity is reading a newspaper, but a contribution to vocabulary size is presence. nation (1989) believes that newspapers provide readily available and exciting sources of material for english learners. short stories are also commonly used to teach all skills. it is considered useful because of the motivational benefits of the story. since the flow of a short story that consists of the beginning of the story until the end of the story motivates students to finish reading through to completion. takaya cited in elliott (1990) affirms that "literature motivates advanced students and is motivationally effective if students can genuinely engage with its thoughts and emotions and appreciate its aesthetic qualities". some researchers have done their research to prove the contribution of the short stories in vocabulary increases. rashidi and adivi in erkaya (2010) investigated that stories can be used to improve students' vocabulary and to read. those descriptions show that newspapers and short stories have a significant contribution to vocabulary learning. this paper examines whether both newspapers and short stories can increase learners' english vocabulary size of efl undergraduate students of third semester english program at cenderawasih university and whether there is any significant difference in vocabulary size using reading newspapers or short stories. theoritical framework 1. the concept of vocabulary size vocabulary is a vital part of any language circumstance. speaking would be meaningless and perhaps impossible having only structure without vocabulary. morin (2003) states that vocabulary is the key not only to literacy but also to oral and written communication, starting at the most basic levels of the second language (l2) study. the communication breaks down when people do not use the suitable words. the more people know the words, the more the communication runs well. in conclusion, vocabulary is meaningful word of the particular language that is used not only oral but also written communication. it conveys meaning that people used to deliver or understand utterance. vocabulary size is the estimated number of words that the learners possessed. nation (2001) stated that vocabulary size is the number of words that a person knows. it also refers to the number of words of which some aspect of meaning is known to the learners. 20 | english franca, vol. 4 no. 1, 2020 it is useful to assess the size of a learner’s vocabulary. however, some researchers have a different idea about this concern. for example, thornbury (2002) states that vocabulary size as a factor in determining a learner’s readiness to sit in the public examination, the number of words they know may be crucial. another function of knowing vocabulary size is as an indicator of how well the academic language skills can be performed by the l2 learners farsi (2008). regarding the number of vocabulary size, there is a sensitive test designed by nation in the early 1980s called vlt (vocabulary level test). it is perhaps the most widely used measure of l2 vocabulary size. read in gass (2013) states that it has proved to be a useful tool for diagnostic vocabulary testing of migrants of international students when they first arrive at a secondary school in an english-speaking country. moreover, there is lack of standardized vocabulary tests that can be used by researchers to estimate the vocabulary number of non-native speakers. this vlt is classified into several word frequency levels (2000, 3000, 5000, 10000) and an academic vocabulary level. the participants can take the test by completing all the levels or choose one on their level only. the vlt employs a word-definition matching format presented with 30 questions per level. the words are presented in 10 clusters which each cluster consist of three words and 2. l e a r n i n g v o c a b u l a r y t h r o u g h r e a d i n g reading is one of skills in english to make readers get information from what they read, and information from a text, it needs a thinking process in order to be able to reach the comprehension. reading is an extremely complex activity. it is involving combination of linguistics and cognitive abilities (grabe & stoller, 2002). in preparing the students for having good ability in reading, teachers are demanded to be creative in using the variety of ways in teaching reading. there many strategy of pedagogy. it depends on the skill and target of learning. such as translanguaging for speaking skill (sahib, 2019b) and (sahib, 2019a). it seems like reading for vocabulary. using interesting strategy in teaching reading will make students become motivated and active in learning process. the position of reading not only as material. but also reading can be as a pedagogic strategy or method to enhance another aspect, such as learning vocabulary through reading. learning vocabulary through reading is one of the examples of incidental vocabulary learning. even the reading text gives only partial knowledge of word, learning in this way is considered more effective. factually, the reader enjoys significant vocabulary growth when they read much volume of the text. erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |21 nagy and herman cited in elliot (2007) stated that the number of words to learned is too large to handle in word instruction. the writer believes that most of the classroom even in university-level has limited time allocation on vocabulary instruction. incidental vocabulary learning was created according to surveys that acquiring hundreds or thousands of words practically hard if only relying on direct vocabulary learning in class. the 2,000-word level is required to possess by university students because these 2,000 frequent words are mostly present on the academic circumstance. thus additional occasion to meet the new words by reading is beneficial for the increase of vocabulary size. the central concept of incidental vocabulary learning proposed by nation and waring (2004) is practicing ‘book flood.’ it is supported by as the learners struggle to read the texts, they encounter many new words and force them to learn the meaning then incorporate them into their lexicon. although the readers do not intend to learn vocabulary from the texts, there will be some words acquired to their brain. as ponniah (2011) states that the reading process is subconsciousreaders states that when the reading process takes place, subconsciously the vocabulary is absorbed. krasen in jackson (2015) claims in both first and second language literature on reading the result in vocabulary acquisition. supporting those ideas, nagy (2005) presents a reciprocal model of the volume of reading and vocabulary. this model shows the link between the amount of reading and vocabulary only goes in one direction. nagy adds (2005) that having significant volume of reading does contribute to having a larger vocabulary because the reader has more opportunities to learn new words from the texts. (see fig. 2.1) vocabulary volume of reading reading comprehension fig .2.1 a reciprocal model of volume of reading and vocabulary 3. vocabulary selection selection is the choice of linguistic content (vocabulary, grammar) for a language course, textbook, and others. one of the problems in 22 | english franca, vol. 4 no. 1, 2020 vocabulary teaching is deciding what words to teach. in most english teaching programs, the selection of useful words has already been done by the writer of the textbook. however, how many words must learners know for real communication? the vocabulary of the english language contains more than a million words. the average well-read person probably knows about 20,000 words, but uses only about 1,500 to 2,000 in daily life. to learn so many words can be seen as impossible. students need to recognize them when they meet contextually they read or hear. gairn in gass (2013) suggest various criteria based on teachers’ teaching situation, as follows: 1. frequency the high frequency of an item is no guarantee of usefulness, but there is a significant correlation between the two. thus the frequency word-counts are developing over the years in recent decades. the development effort is replacing the words in which considered quite old. 2. cultural factors every speaker has a unique utterance. it commonly reflects the cultural interest of the speaker. it means that their lexicon choice or diction is affected by cultural factors. particular lexicons may be familiar with a high frequency used in the native environment. they express ideas and experiences sharing with l1 learners’ circumstances. however, for the l2 learners having different background cultures, those words remain strange. inappropriate lexical selection may useless for them. 3. need and level common sense dictates that learners who are required to read technical reports in english in their native country will have different technical needs to those learners who want to survival english for travel purposes in english-speaking countries. besides, for the elementary learners will recognize limitations in their selection of lexis rather than the advanced learners. conflict arises when the lexical needs of the learner are inappropriate at the general level. thus, this is the duty of the coursebook writers in designing the material for the appropriate learners’ needs. moreover, this is also the work for the teachers in designing the material for their students and the appropriateness with their students’ vocabulary level. it supported by stephen krashen’s input hypothesis in mehisto (2012) that l2 acquisition takes place as when ‘i+1’ (little more advanced than the current state of the learners' proficiency). erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |23 4 . n e w s p a p e r a newspaper is a printed publication (usually issued daily or weekly) consisting of folded unstapled sheets and containing news, articles, advertisements, and correspondence. most of the l2 learners are believed having experience in the reading newspapers. chung, cited in hwang & nation (2009) states that reading classes often use newspapers for developing reading skill and increasing vocabulary size. the adequacy of familiar words in newspapers and the communicating approach to make the readers easy in reading make newspapers profitable for english learning. moreover, the newest topic may be the crucial point to interest readers. nation(2001) states that newspapers provide readily available and exciting sources of material for english learners. firstly, newspapers are easily to find whether offline or online. secondly, people are commonly read newspaper every day. thirdly, there a lot of interesting topics provided in newspapers. finally, reading newspapers is a good tool to recall old vocabulary learned and expanding new vocabulary contextually (hwang & nation, 1989 in chung (2009). thornbury (2002:74) concludes that authentic texts (including literary texts), in particular, are rich in vocabulary learning potential, since a large part of their coherence is due to their lexical patterning. based on the hwang study in kyongho and nation in webb at.all (2013) who has an analysis in 80 newspaper articles, stated that the most frequent 2,000 words cover the words in newspaper texts. it means that newspaper is really appropriate for vocabulary improvement since the university students are assumed having vocabulary size around 2,000word level. 5. s h o r t s t o r i e s while some instructors remain to believe that teaching efl or l2 learners entail focusing on linguistics benefits only, in purpose making the learners can communicate in the target language, others who have integrated literature into the curriculum realize that literature adds a new dimension to the efl teaching. celce-murcia in ellis (2010) believes that literature offers potential benefits of a high order as a second or foreign language (esl/efl) and can help the learners add the vocabulary as well as activate the four language skills: reading, writing, listening, and speaking. furthermore, one example of literature is short stories. based on the oxford dictionary, a short story is a story with a fully developed theme but significantly shorter and less elaborate than a novel. some instructors assume that having text with a lot of vocabulary 24 | english franca, vol. 4 no. 1, 2020 is necessary; however for students this may decrease their interest in reading. as thornbury (2002) mentions that it is also supported by thornbury (2002) states that short texts are ideal used in classroom, since grammatical expansion more prominent to understand the text instead memorizing a lot of vocabularies. in addition, short story provides many levels or grades, such as beginner, intermediate, advance, and so forth, selecting is regarded important to get in line with the students’ vocabulary level. mostly the 2,000-word level is contained in the intermediate grade. 6. previous study there have been numerous investigations to support the belief about reading a newspaper and short stories to increase students’ vocabulary. first, danisman (2007), in his undergraduate thesis titled ‘using newspapers to teach vocabulary to pre-intermediate level preparatory class students’ recommended that newspapers are an effective aid to teach vocabulary. two kinds of the test (wilcoxon signedrank test and mann-whitney u test) were conducted in order to compare within both groups which one was taught using newspapers and another not using newspapers. his data analysis showed that students who were taught using newspaper articles having a higher score than students who were taught using words list in vocabulary class. thus, he concludes that using newspapers in the preparatory schools at the intermediate level is sufficient for vocabulary expansion. second, parvareshbar and ghoorchaei (2016) present the results of comparison research of two groups – experiment group who read short stories and control groupat iran national language institute. the experiment group performed significant differences of vocabulary’s improvement instead of the control group. moreover, richard and omura in webb (2007) made a study dealing with the contribution of a short story titled” mystery of the african mask” for efl japanese learners’ vocabulary. they compare a group of students that read that short story with a group that does not read short story. the t-test shows a significant difference. research methodology this study referred to a quasi-experimental research design that divided the sample of the research into two experimental groups, i.e., newspaper group and short story group. in dividing the sample into two erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |25 groups, the writer administered a test before pre-test in order to avoid the homogeneity of each group. the students who had the same proficiency were separated or put in a different group. so, each group had the students who got high scores and until low scores. in this study, students’ vocabulary size as a dependent variable, whether reading the newspaper and reading the short story as an independent variable. before giving the treatment to both groups, a pretest was given to see their vocabulary size. after the treatment, both groups got a post-test to see their vocabulary size improvement. in the end, a t-test was delivered to see whether both newspaper group and short story group are not significantly different. the hypothesis of this is the null hypothesis (h0) that is “there is no significant difference between students who read newspapers and short stories on their vocabulary size.” the sample of this research was the 3rd-semester students of the english teaching program at cenderawasih university jayapura. the total number of sample was 36 students. the researcher decided to use some genres as the instrument of reading tests based on the syllabus for second-semester english students. the researcher constructed the instrument by collecting the questions from many sources, such as; books, worksheets, and the internet. in collecting the data, the researcher did some procedures to execute this research. right after the sampling was done, the researcher conducted pre test2,000vlt type, to find out the students’ primary vocabulary size before reading the newspaper or short story text and to find out whether the groups were different significantly or not. then, the writer gave both groups, i.e. newspaper group and short story group, texts dealing with their group’s name. practically, the students were exposed to the texts two times a week. the total number of each group had to read eight texts. during the treatment, the researcher also administered two daily tests, which consist of 30 items in vlt form with six words and three definitions. in the end, the writer was administering 2,000vlt type b. the result of the 2,000vlt type b of both groups was compared to figure out whether or not there was a significant difference between them as well as to test the writer’s hypothesis. the score of the test was given by the total of students’ correct answers in the test. since this research is intended to investigate whether or not a newspaper and short stories were able to increase students’ vocabulary size, the writer did the normality distribution test before calculated the data using the t-test formula. 26 | english franca, vol. 4 no. 1, 2020 findings & discussions result after collecting and analyzing the data, the researcher displayed the result and findings in this chapter. here, the research question was answered and discussed in detail. thus, the result of this research was divided into five sub-bab based on the data that was collected and analyzed by the writer. each sub-bab was described in detail as below. 1. result of normality the normality test was firstly done was after the pre-test in order to find out whether or not the sample was in normal distribution to continue the research on the sample by using used kolmogorovsmirnov. based on the calculation of normality, the researcher got the result that all data in pre-test both newspaper and short story group has been distributed normally. it was based on the result showing that the most significant difference of pre-test on newspaper and short story group =4, which is under its critical value= 8. also, the normality test was intended after the post-test in order to determine what the right formula could be used in measuring the significant difference of the data from the post-test. the result showed that the counted value of newspaper group= 0.063 and 0.077 for short story group with critical value n= 17= 0.309. therefore, it could be stated that the data distribution of both newspaper and short story class was typical. 2. result of the study the results of this study were divided into four parts. they were the result of pre-test, i.e. the 2,000-vlt type a (before giving the treatment), the result of the daily test, the result of post-test i.e. the 2,000-vlt type b and the result of the final calculation. a. result of pre-test the result of the pre-test was found before the researcher gave the texts dealing with the two group names in the 2,000vlt type a. as mentioned earlier, the 2,000vlt type a was administered in order to find out the students’ basic vocabulary and the significant difference of the two groups. the result is presented as the following: erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |27 table 1.1 the 2,000-vlt type a result of newspaper group and short story group no vocabulary size of newspaper group interval classes frequency of newspapers group vocabulary size of short story group interval classes frequency of short story group dif 1 667 0–400 0 323 0–400 1 1 2 768 401800 2 545 401800 2 0 3 848 8011200 7 646 8011200 8 1 4 1,091 12011600 7 828 12011600 3 4 5 1,111 16012000 1 848 16012000 3 2 6 1,111 929 7 1,131 1,030 8 1,131 1,071 9 1,152 1,111 10 1,232 1,172 11 1,273 1,192 12 1,313 1,333 13 1,313 1,354 14 1,455 1,455 15 1,515 1,758 16 1,596 1,798 17 1,798 1,899 20,505 total 19,292 1,206 mean 1,135 it can be stated that there is not any significant difference between newspaper group and the short story group. it is because they obtained value of the most significant difference between the groups is four which is under the critical value for n= 18, i.e. 8 in the level 0.05. therefore, the writer was allowed to do the experimental research by using the two groups as the samples. while for the primary vocabulary size could be seen from the mean score that both groups were well performed in around 1,000 frequent words. the score of both groups was presented in figure 2.2 as follows. 28 | english franca, vol. 4 no. 1, 2020 figure 2.2 the mean score of 2,000-vlt b. result of daily test these tests were intended to observe students’ progress and how well they perform the words that have been learned through reading newspapers and short story texts. the tests were given to both samples with similar instruction and form but with different content. because of the words and definitions of the tasks were based on the vocabulary on the texts that were given to them. surely, those words were included in the 2,000 words level. the tests were conducted 2 times consisting of 30 items in vlt form with six words ad three definitions. the result is as the following: table 1. 2;the mean score of the daily test group n mean score daily test 1 daily test 2 newspaper 17 69% 85% short story 17 67% 79% from the first daily test, show that the newspaper groups were able to answer 69% of the total items. while, short story’s group was able to answer 67% of the total items. in the second daily test, both groups had good progress. the mean of newspapers group increased from 69% to 85% and 67% to 79% for the short story group. c . result of post-test after collecting the result of the pre-test and the daily tests and doing the treatment, the writer gave a post-test in order to find out the increase in the vocabulary size of both groups. it was given at the end of the treatment. the questions of the post-test both newspaper and short story group were similar. after giving the post-test, the researcher calculated the score and mentioned it in the following table. erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |29 table 1.3; the mean score of the post-test group n mean score newspaper 17 1.556 short story 17 1.469 regarding table above, the students’ mean score of the experiment class in the post-test was improved better from the pre-test score. not only the newspaper group but also the short story group showed an increase in vocabulary size. in clear, the increasing scores are put into the table below: table 1.4; the increase of vocabulary size group n mean of 2,000-vlt type a mean of 2,000-vlt type b words increase newspaper 17 1,206 1,556 ±350 words short story 17 1,135 1,469 ±335 words accordingly, the result, as shown in table 1.4, could answer the study’s first problem that both newspapers and short stories are able to increase students’ vocabulary size of the 3rd-semester students of english teaching program cendrawasih university. d. result of the final calculation by using t-test this final calculation was done to find out whether there was a significant difference between the two groups. dealing with the number of the research sample, the writer used t-test for a small sample. in the end, it can be concluded that the score of the newspaper group and newspaper group were not significantly different because the t value (0.98) did not pass the critical value of t table (2.037) normally. as the spss output showed that the sig. of pre-test on experiment and control class=0,120 and 0,200 which means that the data on pre-test both control and experiment class was normal. 30 | english franca, vol. 4 no. 1, 2020 furthermore, the sig. of post-test result on control and experiment class= 0,133 and 0,122 which also means that the data was distributed normally on post-test. moreover, the output of homogeneity test shows that the significance of pre-test and post-test homogeneity result between both classes were 0,557 and 0,960 with df2=58. since the sig.>0,05,it means that the sample of the data on pre-and post-test was homogenous. since the data was distributed normally and homogenous, the researcher did independent sample t-test to examine the hypothesis. discussion the finding of this research showed that from the data calculation of 2,000-vlt type a and 2,000-vlt type b, the scores reflect that both newspapers and short story can increase students’ vocabulary size. the newspapers group increases from 1,206 words on 2,000-vlt type a to 1,556 words on 2,000-vlt type b. while the short story group shows the mean 1,134 words on 2,000-vlt type a move up to 1,469 words on 2,000-vlt type b. this finding is also similar with the result or danisman (2007) in his undergraduate thesis titled ‘using newspapers to teach vocabulary to pre-intermediate level preparatory class students’. his data analysis showed that students’ vocabulary was increased after reading newspapers. while the result of the short story is similar to richard and omura's (1991) study, who have used a short story titled” mystery of the african mask,” that the level is suitable for efl japanese learners. their vocabulary has increased even having a significant difference compared with the students who do not read short story. for the second statement of the problem, which is dealing with the significance, the t-test was conducted after finding that both groups are in the normal distribution. some studies presenting in chapter two prove that both newspapers and short stories are able to increase students’ vocabularies. based on those previous researches, this study is expected that both groups, i.e., newspaper group and short story group, are not different significantly because the newspapers and short story texts were selected based on the level of the students. the t-test result concludes that a critical value of the t table (2.037) for df 32 was higher than the t value (0.98). it is, of course, similar to the writer’s hypothesis which said that both the newspaper group and short story group do not differ significantly. thus, the writer concludes that using newspapers and short story can increase students’ vocabulary size in case that the texts are in the level of the students. in other words, the level of the texts is not too far from the students’ vocabulary size. thus, this result is similar to the stephen krashen’s input hypothesis that l2 acquisition takes place as when ‘i+1’ (little more advanced than the current state of the learners’ proficiency). erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |31 conclusion & suggestion conclusion regarding the finding of this research, it can be concluded that newspaper and sort story is able to increase the vocabulary size of the 3rd-semester students of the english teaching program at cenderawasih university jayapura through incidental learning. it was proved by the result of vocabulary size average of the 2,000vlt performed by the two groups. besides, the result also illustrates that there is not any significant difference in students’ vocabulary size between those who read the newspaper and that of those who read the short story. in other words, both newspapers and short stories provide the same ability in increasing students’ vocabulary size. it is proved clearly on the final result calculated by t-test that shows the tvalue (0.98) is lower than the critical value of ttable (2.037) for df 32. suggestion there are some suggestions offered by the researcher to the followings: 1. in increasing students’ vocabulary size, the teachers or lecturers can provide texts such as newspapers and short stories as an additional activity for reading at home. 2. the result of this study can be the reference and the input for the english lecturers in selecting the texts that contribute to the vocabulary acquisition. 3. newspapers, short stories, genre texts, or other kinds of texts can increase students’ vocabulary size. however, in selecting the text, the teacher or lecturer should notice the frequency or level of the vocabulary of the texts. 4. more research studies with efl readers should be executed to further investigate the effectiveness of fix-up strategy on reading comprehension. references al farsi, b. 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(2019). translanguaging as a pedagogical strategy in efl classroom. elt lectura, 5(2), 1–7. schmitt, norbert., & mc micael carthey.(1997). vocabulary in language teaching. new york: cambridge university press. thornbury, scoot. (2002). how to teach vocabulary. malaysia: pearson. ur, denny. (1996). a course in language teaching. cambridge: cambridge university press. waring, rob & nation, paul. (2004). second language learning and incidental vocabulary learning. angles on the englishspeaking world, 4, 1122. webb, s., newton, j., & chang, a. (2013) incidental learning of collocation. language learning, 63(1), 91-120. webb, s. (2007). the effects of repetition on vocabulary knowledge. applied linguistics, 28(1), 46-65. yakhabi, masumeh. (2011). the relationship between morphological awareness and vocabulary size of efl learners. english language journal, 4(.4), 262-273. 34 | english franca, vol. 4 no. 1, 2020 english franca vol 1 no 01 tahun 2017, stain curup page 81 p-issn 2580-3670, e-issn 2580-3689 theoretical, pedagogical, practical views, and the shift of genre based instruction ruly morganna sebelas maret university, surakarta rulymorganna@gmail.com abstract this paper was written under the purpose of exploring in details about genre based instruction (gbi). the exploration was carried out through conducting library research which furnished theoretical concept and implication of gbi. gbi as how it was nowadays became very famous to be applied for teaching writing where the same case occurred in indonesia in that it was implemented into the english classroom for teaching english writing. gbi was uniquely powerful in its substance since it not only focused on the process of writing itself, but also stressed on the quality of writing work. this teaching method made students learn a language as how it was used in a particular social setting because the nature of genre was social-setting-based communication and that was the obvious phenomenon occurring when people used a language. in this paper, there were several elements which were discussed regarding gbi. they encompassed its theories including linguistic principles andlearning principles, both pedagogical and practical views in the classroom, a brief practical view about gbi in indonesia, and the terminological shift of gbi occurring in indonesia. keywords: genre based instruction, theories, pedagogy, practice, terminological shift introduction since the implementation of 2004 up to nowadays’ curriculum, the pedagogy of english as a second language in indonesia has been undertaken on the main basis of teaching reading and writing. it does not achieve up to 30 percent of teaching and learning materials within other skills such as listening and speaking rather than the two major previously mentioned mailto:rulymorganna@gmail.com english franca vol 1 no 01 tahun 2017, stain curup page 82 p-issn 2580-3670, e-issn 2580-3689 skills. what generates this curriculum design accounts for the primary source in the form of government regulation which postulates that the language education including english pedagogy must be running on the route of maintaining reading and writing culture (chapter iii, article 21, point 2). the paradigm overlaying this regulation leads into the material design of english language pedagogy in indonesia dominated by mostly reading and writing materials. those materials range into the extent of a variety of genres. it is obviously automatic that the students need to cope with various kind of english genres while learning english at schools, the teachers’ competences must subsequently also follow the needs of mastering both the concept, purpose, textual organization, and linguistic features for teaching english genres, and the teaching implementation itself must be in line with the basis of a particularly technical instruction upon english genres. talking more about the last issue other than students’ and teachers’ needs, the technical instruction for teaching english genre, there is a must for english teachers to view, learn, and practice more the application of one of popular instructional methods or techniques for teaching english genre, genre based instruction. as a major sight, genre based instruction is very famous and more powerful to be applied for teaching writing since its essence is on the extent of constructivism principle. in other words the term constructivism in this sense represents a process of production in that if related to language teaching, it is more prevailing to indicate the process of construction for producing language such as writing. in accordance with the above illustration, it is considered really necessary for english teachers or even lecturers to learn deeply about genre based instruction from theories to practice. therefore, in this scientific article, the writer is interested in conducting a deep review regarding genre based instruction from theoretical, pedagogical, and practical views, and the current shift of genre based instruction. english franca vol 1 no 01 tahun 2017, stain curup page 83 p-issn 2580-3670, e-issn 2580-3689 theoritical framework theoretical view of genre based instruction genre based instruction (gbi) is a method of teaching language that emerges as a result of undertaking genre analysis. genre analysis is indicated as the study which views the way a language is used within a particular setting (swales, 1990), and one that probes into how language is used meaningfully, or how its use is linked to meaning (bhatia, 1993). as a language teaching method, gbi is more prevailing to be implemented for teaching writing as what commonly occurs in english language teaching classroom. if it is viewed back to the paradigm of teaching writing itself, there are two prevalent approaches underlying its implementation. they range into the process approach and product approach. the former portrays the conduction where the teacher trains students to build, improve, and maintain their writing skills so that the learning process deals with a variety of classroom activities (brown, 1994). the latter leads into the teaching in that the teacher furnishes students with learning treatments under the primary purpose expecting that the students are capable of producing a qualified writing work, one which is readable and easily comprehended by the readers. implicitly, this approach accounts for the teaching focus on the basis of readers’ viewpoints. as postulated by fauziati (2014), the two general approaches as previously mentioned actually lie within the paradigm of genre based instruction. this synthesis is in line with the concept offered by hammond (1992) regarding gbi in which this method covers three cycles of teaching phases in tandem to the major substance of the two general approaches of teaching writing. for further details, hammond (1992) emphasizes the teaching cycles that involve: 1. modeling where the teacher introduces students about the social function of genre which is being learnt, the text features and linguistic features required to promote the genre to be communicative, and knowledge of the text itself. 2. joint negotiation in which the teacher guides students to utilize what they have known and comprehended from english franca vol 1 no 01 tahun 2017, stain curup page 84 p-issn 2580-3670, e-issn 2580-3689 the modeling phase to write the text simultaneously as a particular genre that is learnt in progress. here the learning activities engage in the interaction of teacher to students and that among students. 3. independent construction in that the students are instructed to individually write a text as the learnt genre with using all relevant knowledge they have got in modeling phase and all experiences they have undergone in the second phase, joint negotiation. if turning into the two general approaches of teaching writing, as in gbi, the process approach is naturally implemented in joint negotiation phase, and the other, the product approach lies within the last phase of gbi, independent construction since this activity does not end until the students are capable of writing merely, but continues to revising process and even publishing as to clearly manifest in how essential the quality of writing work that students have to produce. it can subsequently be synthesized that genre based instruction is a language teaching method which develops classroom learning activities that represent the use of language within a particular setting, social function, and the focus of meaning orientation. principles within genre based instruction the persistence of genre based instruction possesses valuable learning principles which fortify how effective and powerful it could be implemented to the classroom especially in teaching writing. the following explanation will provide two prevailing principles within gbi. linguistic principle as gbi is defined as a teaching method generated from doing genre analysis, the linguistics principles of gbi are from linguistics theoretical bases commonly known by rhetorical structure theory in north america (mann and thompson,1988), and systemic functional linguistics theory in australia (halliday and hasan: 1989). genre analysis, that emphasizes the field of how language is used in a particular setting and meaning orientation, is english franca vol 1 no 01 tahun 2017, stain curup page 85 p-issn 2580-3670, e-issn 2580-3689 obviously best to accurately identify the text organization and to analyze in detail the language features which are convenient with communicative purposes of the text (henry and roseberry, 1998). since the primary base of its principle is doing genre analysis, it is also important to view what is genre itself for further understanding about linguistics principle of gbi. swales (1990) mentions that the term “genre” is deciphered as a class of social event where this implicitly manifests in a specific convention used by writers to express their communicative purpose. another idea regarding the substance of “genre” is also postulated bybyram (2004) in that it is a staged, goal oriented, purposeful activity where speakers are engaged in their culture. the entire thoughts suggested by the above experts in portraying the term “genre” actually lead to a comprehensible key that genre is a specific social setting in which a communication is undertaken, it must be within a social setting and the communication must also convey its meanings under the purpose in the social convention. the term “genre” under its fundamental substance then develops to be made into various classifications of texts. these text classifications are commonly subscribed to be language learning materials. as mentioned by fauziati (2014) in her book method of teaching english as a foreign language: “text type refers to prototypes defined according to their primary social purposes, and six main text types are identified as follows: 1. narratives: tell a story, usually to entertain 2. recounts (personal, factual): tell what happened 3. information reports: provide factual information 4. instructions: tell the listener or reader what to do 5. explanations: explain how or why something happens 6. expository: present or argue viewpoints” if viewed more widely about the framework of genre, there are two major orientations in that they consist of the structure of text and the linguistic features. the text structure refers to the organization of ideas which become the purposeful bases of what and how the text is communicated. in addition, the linguistics features are smaller but more detail units related to what ideas lay english franca vol 1 no 01 tahun 2017, stain curup page 86 p-issn 2580-3670, e-issn 2580-3689 in every sentence, and how each of sentences is organized based on the rule of meaningful conveyance. learning principle the learning principle which exists behind the emergence of genre based instruction is the thought popularly disseminated by vygotsky (1978) concerning with his socio-psychological learning theories. this thought is famous because vygotsky develops the concept of zone of proximal development (zpd). this is a conceptual thought that he popularized to argue the convention of standardized test as one commonly used to measure students’ intelligence. as vygotsky’s concept, he mentions that in order to measure students’ intelligence, why not see their capability to solve problems other than measuring their score from completing standardized text. zpd is zone or condition between actual development and potential development. as defined by fauziati (2014), actual development is what the learner can do independently, whereas potential development refers to what the learner can do in the future. zpd is the most essential zone had by learners that can be utilized by the teacher to trigger their development in learning. subsequently, considering more about the term learning itself, vigotsky (1978), an american education psychologist, emphasizes that there are three phases where the act of learning should be gone through. they consist of object-regulated, others-regulated, and self-regulated. object-regulated is the condition where learners do acts of learning with viewing, exploring, understanding, even researching natural manifestations around their environment. these manifestations can be such as daily routine, objects or things around then, current phenomena occurring in their environment, learning materials provided in the class as things that they commonly deal with, and other related things near their existence. however, what is called by a learning process is not ended only until this phase, object-regulated phase, there should be continuously undertaken to the next phase called others-regulated phase. here, the learning process is guided by other experienced or knowledgeable people that learners find in their environment. english franca vol 1 no 01 tahun 2017, stain curup page 87 p-issn 2580-3670, e-issn 2580-3689 these people can be parents, teachers, brothers or sisters, friends, and other related people who can give contribution in the kind of guidance for helping learners know more about what they have observed in the previous phase, object-regulated one. objectregulation will not work or it will not make sense if without the help of knowledgeable others as ones to guide them. the last phase is self-regulation. it is the condition of learning where learners have understood what they observe in the object-regulated phase and what they could comprehend more after being guided by others on the second stage. here, the learners have been able to independently develop their knowledge since the experiences they have got before can naturally maintain their capability to independently progress. further relevant concept of learning principle is also introduced by bruner (1986) in that he talks about his theory of scaffolding. scaffolding is lexically meant as the additional construction made by workers when they are making a building. therefore, to sum up, the key is construction. scaffolding is a power that the teacher inserts in learners’ zpd (zone of proximal development). in the act of learning process, the role of teacher is very substantial. the teacher is one who can powerfully be the guide for students to let them do learning in object regulation phase, and give them aids in others-regulation stage so that learners can eventually develop naturally and independently. pedagogical view of genre based instruction further greeting to vygotsky’s notion about learning principle is then realized into the practice of teaching under the design of curriculum. as we can see, like the emergence of genre based instruction, it is actually the continuous product constructed on the bases of vygotsy’s notion. the concept and classroom conduction of gbi also has few variations, but those varieties do not yield into so much contrast due to that they basically derive from the same notion. the small variation can be viewed from the construct of derewinka (1990) and hammond (2001). derewinka (1990) suggests four phases of implementing gbi in the classroom when teaching writing in that they encompass: context exploration, text exploration, joint construction of a text, and individual application. whereas, hammond (2001) postulates english franca vol 1 no 01 tahun 2017, stain curup page 88 p-issn 2580-3670, e-issn 2580-3689 that there are three cycles of applying gbi which consist of modeling, joint negotiation, and independent construction. somehow, as the hammond’s notion, the phase of modeling actually ranges into both context and text exploration as mentioned by derewinka. in addition the same concept is found in both joint construction and joint negotiation, and the exact similar idea is also encountered in either individual construction or independent construction. in this paper, let us discuss in a more detail about the implementation of gbi form the notion had by derewinka (1990) as it is in line with vygotsky’s ideas. the account for taking derewinka’s idea is because it has been made multifaceted and easily deciphered. according to derewinka (1990), there are four phases of teaching writing with utilizing gbi. they encompass: context exploration this is the act of teaching where the teacher creates an interaction to students about the context of genre which is being learned. the teacher asks students some questions to trigger their reasoning ability to detect any essential elements of the context. the interaction made here really resembles one commonly stimulated in the pre-teaching of communicative language teaching (ctl). the interaction is progressed as naturally as possible to help students understand the function of the genre, when the genre which is being leant is used, other related factors or components of context as required in comprehending the genre. text exploration in this stage of applying bgi, the teacher let students learn all needed elements of text as relevant to the genre being leant. this activity implies the notion of vygotsky about zpd especially on the idea of object-regulation. here, the text which is explored becomes the natural manifestation that students use to learn. the teacher also helps students with giving some required guides so that they can easily catch the points being learnt. here, when the teacher incorporates into providing guidance implicitly portrays the act of others-regulation as postulated by vygotsky. english franca vol 1 no 01 tahun 2017, stain curup page 89 p-issn 2580-3670, e-issn 2580-3689 the elements which are explored in the text cover both text organization and linguistics features relevant to the context of the learnt genre. in this phase, the interaction which is maintained is different from clt at which clt promotes the stimulus of a natural language usage in a real communication, but gbi develops interaction where students can cooperatively solve problems as to be able to produce functional text under social purposes. for the element of linguistic features, the classroom conduction commonly varies to make it creative. the activities can be like doing grammatical exercise, filling the provided gaps of a complete text, and other essentially relevant activities. joint construction this activity is focused on cooperative learning which engages all students under the help of teacher to create the text as the learnt genre. this phase really goes according to the vygotsy’s notion about others’ regulation. the interaction plays a blended role overwhelming teacher to students, and students to students. here, the learning activities may vary in which sometimes the teacher can guide students from in front of the class, or in some instance, the teacher can manage students to work in group to write the text, and followed by the teacher to go approaching each group to give them help. individual application in this stage, the teacher instructs students to individually write texts as the learnt genre. this activity really fits the notion about self-regulation as theorized by vygotsky. in this activity, the learning activity can be made as creative as possible to enrich students’ interest and motivation to capably work in their independence. the teacher can ask them to interview some people near their residence and then write a recount text if the genre that is learnt is focused on recount text. sometimes the teacher can ask students to observe some public places and then individually write the description of those places if the material that is learned is descriptive text. english franca vol 1 no 01 tahun 2017, stain curup page 90 p-issn 2580-3670, e-issn 2580-3689 benefits of applying genre based instruction as the fundamental nature of linguistics theories, (systemic functional linguistics), and learning theories, (constructivism), underlie genre based instruction, this nature powerfully strengthens the essence of genre based instruction as an effective teaching method for teaching writing. the essence offers some benefits of applying this method as those can be such as in the following points: 1. genre as learning material leads into concrete learning goals in accordance with the state that genre refers to functional language use underlying the discourse of using language, this gives individuals opportunity to deal with particular communicative event. this also triggers the teachers to facilitate students with providing systemic and explicit explanation regarding the ways of writing for communication (paltridge, 2001; hyland, 2004). in other words, genres provide both the teacher and the students with "something to shoot for" (macken-horarik, 2002). genre itself as how it is defined leads students to write within the organized text structure. the nature of genre supports the clarity what is to be learned (hyland 2003). it also derives students to write from the implicit and exploratory to a conscious manipulation of language and choice. 2. the nature of genre as the material provides options to achieve social and cultural goals on the basis of systemic functional linguistics view, genre connects the language choice system to cultural purposes (bhatia, 1993). the genre with its nature furnishes students with the concept that language features should be chosen purposefully under the consideration of social goals. accordingly, it drives students to see how different texts are written distinctively based on their particular purposes. this nature leads students to know how such texts are organized as well as the patterns of lexis and grammar that are typically used to express meanings in the genre. the nature of genre guides students to have an understanding of how features of a situation english franca vol 1 no 01 tahun 2017, stain curup page 91 p-issn 2580-3670, e-issn 2580-3689 may impact on the choices that they make in the production of a particular genre (paltridge, 2001). 3. the basis of genre based instruction is authentic learning in the context of pedagogy, the sense of learning has got a shift. learning is not a mere reception of knowledge where the students just listen to the teacher’s explanation, receive the information, and try to memorize the information but perhaps they will forget that information soon. it is an old fashion and not an authentic principle of learning. today, the nature of learning principle has changed into the concept in that what is called learning is when the students capably construct the knowledge so that they obtain the sense of meaningfulness and authenticity in learning. with constructing knowledge, students experience detail steps of comprehending the material, experiencing the learning procedures to come up with their own comprehension upon the materials, and finally verifying their own conclusive concept regarding the learnt materials. related to genre based instruction, this pedagogical approach that derives from the notion of learning offered by vigotsky (1974), the constructivism concept, helps the teacher capably scaffold students with doing knowledge construction. with the help of teacher as a facilitator that leads students to experience learning by doing, the students will then be linked to the three phases, object regulation, other regulation, and self-regulation. the clear sense of knowledge construction is undergone by students in learning; for instance, let us say, in learning writing, the students are going to deal with building knowledge and modeling stages, where they are going to deal with the cultural, purposive, and functional sense of the genre which is being dealt with. they will also cope with text structure and linguistics features in accordance with the cultural, purposive, and functional sense of the text. subsequently they are going to be exposed to joint construction stage, where the teacher will lead them to work together with their friends to work in detail on the concept and the process of writing genres. at last, students are going to be exposed to independent construction stage which english franca vol 1 no 01 tahun 2017, stain curup page 92 p-issn 2580-3670, e-issn 2580-3689 triggers them to work independently in writing their text with utilizing their previous experiences from committing building knowledge, modeling, and joint construction. the procedures of genre based instruction is authentic compared to the students’ needs in learning in which these procedures are in line with the authentic nature of learning principle where learning is actually the process of knowledge construction. 4. genre based teaching promotes critical understanding students who are learning through genre based instruction will be exposed, controlled and guided to have critical understanding of what is being written (cope &kalantzis, 1993). it is by virtue of the nature of genre as the material serves a clear concept that texts on the basis of their particular purposes have their particular structures and language features (devitt, 1996). this nature sensitizes students to afford in comprehending the details about what to write and how to write under particular objectives (faigley& hansen, 1985). this affordance however is guided by the teacher through constructivism principle. another account lies within the pedagogical principle of genre based teaching, constructivism, which offers the learning procedures leading students to have critical details upon the process of knowledge construction. vigotsky’s (1974) notion of three learning steps, object, other, and selfregulation, which are unique and potential to guide students to have critical understanding of what is being learned, is transferred into the procedures of genre based instruction. this concept can be seen from the value of object regulation that is inserted in the phases of building knowledge and modeling. the value of other regulation is encountered in modeling and joint construction phases. at last the value of self-regulation can be viewed in the phase of independent construction in genre based instruction. practical view of genre based instruction in indonesia if viewed about the implementation of genre based instruction in indonesia, this method has been applied since the application of curriculum 2004, competence based curriculum. english franca vol 1 no 01 tahun 2017, stain curup page 93 p-issn 2580-3670, e-issn 2580-3689 started from this curriculum up to the most current one, there could be found the conduction of genre based instructionin teaching english in indonesian schools. teaching english in indonesia adapts the same idea of the above phases, but it is just slightly different in naming the phase. in indonesia, the map of genre based instruction adapts totally the idea of hammond (1992). however, the activity and the concept of every phase is the same as one suggested by derewinka (1990). in indonesia, it is known to be four phases of teaching english with utilizing genre based instruction in that they range into building knowledge, modeling, joint construction, and independent construction. especially for the term building knowledge and modeling, they are exactly the same as context exploration and text exploration as previously discussed above. for more details regarding the four phases of implementing genre based instruction as can been seen in indonesian schools especially for teaching english, those phases possess subcategories as the following bullets: building knowledge of field a. learning cultural context in the implementation, here, the teacher guides students to come up with their schemata about the cultural context of text which is being written. for instance in teaching anecdote text, the teacher can initiates with asking students some leading questions about their insights for the purpose of anecdote text, when probably this kind of text is written, and who are probably the readers of such this text product. b. sharing genre-related-experiences in this activity, the teacher can utilize some sharing session activities with demanding students to share their experience related to the genre which is being written. for instance, in teaching anecdote text, the teacher can instruct students to work in pair to share their funny and unusual experiences. then some students can be called to perform their experiences under the guidance of the teacher for building context or knowledge about anecdote. english franca vol 1 no 01 tahun 2017, stain curup page 94 p-issn 2580-3670, e-issn 2580-3689 modeling of text a. learning cultural context this phase has the same context to the previous substep in building knowledge, but the purpose is different because in this step the knowledge which has been built from students’ schemata is continuously guided to be constructed in details. here the teacher, after handing out students with text example, let us say, anecdote text, will invite students to pay attention to his explanation about exploring the cultural context of the anecdote. the teacher analogizes some more extensive purposes and use to emphasize the nature which implies the cultural sense of anecdote text. the teacher also provides and exemplifies sufficient varieties of anecdote text. b. learning about social function in this phase, the teacher also explains and exemplifies students when written genre meets the social function. for example, when teaching anecdote text, here the teacher differentiates to students the function of anecdote writing whether to tell a joke, to express something strange, or just to tell something funny for entertainment. c. understanding schematic structure this sub-step is exposed to students with introducing, elaborating, and exemplifying the structure of text. for instance, in teaching anecdote text, the teacher hands students out some text examples, and he then explains in details every criterion of ideas which should be organized into anecdote text. this idea organization is called text structure in that in anecdote text they range into abstract, orientation, crisis, reaction, and coda. d. comprehending linguistics features the practice of this sub-step can be undertaken by that the teacher gives students a text, for example, anecdote text. then the students are guided to identify and comprehend the vocabularies used in anecdote text, and why the writer of that text selectively uses those vocabularies in his diction. the teacher leads students to understand the discourse of word choice. this is an effective way to provide students with proper input of contextual vocabulary use so that later on english franca vol 1 no 01 tahun 2017, stain curup page 95 p-issn 2580-3670, e-issn 2580-3689 they are able to work on the same way of choosing and using contextual vocabularies while writing. continuously, the teacher guides students to comprehend the grammar within sentences written in a particular genre. for instance, in teaching anecdote text, the teacher introduces students to the pattern, sense, and function of past tense in expressing anecdote ideas. the teacher then continues this sub-step with providing enough exercises about past tense to students but the exercises are organized contextually on the bases of anecdote discourse. joint construction of text a. learning schematic structure in this sub-step the teacher guides students to practice together in group to have a discussion regarding the text structure, and to work together to write a text. for instance, in teaching anecdote text, the teacher asks students in group to think of one topic about an unusual event. afterwards, students are demanded to have a discussion with their peers to brainstorm some ideas which should be included in the abstract, orientation, crisis, reaction, and coda. continuous work is sustained by that students are demanded to construct the previously brainstormed ideas together in writing an anecdote text. students do this work relying on the knowledge they acquire from modeling phase. the teacher controls, guides, and helps students while they are working in group. b. learning linguistics features in this sub-step, the teacher guides students to work in group to have a discussion, learn together, and do exercises related to language features or grammar used in the text being learned. for instance, in teaching anecdote text, here students discuss together the features of past tense, related vocabularies for appropriate diction needed in expressing anecdote, the use of particular phrases like noun phrases, verb phrases, and etc. the learning process is undertaken through discussion and empowered by the teacher’s guidance on the basis of knowledge or information which has been got english franca vol 1 no 01 tahun 2017, stain curup page 96 p-issn 2580-3670, e-issn 2580-3689 in modeling phase. at last, the teacher gives students sufficient grammar exercises. c. learning knowledge of the field in this phase, once students have known text organization and the language features of text, the teacher gives students reasoning exercise to write a genre from the chosen topic provided by the teacher. this exercise is potential to trigger students to be sensitive toward particular knowledge of the learnt text. for instance, in teaching anecdote text, the teacher challenges students in their group to write an anecdote text functioned to tell a joke. in this sense the students in their group will learn some knowledge about when to express written jokes, what consideration must be done to achieve the readers’ interest about the offered joke in the text, how to use diction and discourse fitting the culture of written joke. the teacher will keep helping students anytime they are getting difficulties with their work. independent construction of text learning schematic structure after students have enough learning experience in joint construction, then the teacher lets students write their own text independently. for instance in teaching anecdote text, here the teacher demands students to explore all their knowledge obtained from modeling and all their experiences got from joint construction to write an anecdote text with considering and involving entirely its criteria ranging into text organization, language features, social function or discourse, and etc. the teacher can explore the tasks that will be carried out by students as creative as possible to trigger students’ motivation to write an anecdote text independently, one of examples of the creative task is such as that the teacher demands students to interview one of their familymembers about the unusual event that he or she has ever experienced. continuously, from interview data, students can write their anecdote text properly. english franca vol 1 no 01 tahun 2017, stain curup page 97 p-issn 2580-3670, e-issn 2580-3689 the shift of genre based instruction to the current indonesian curriculum the term genre based instruction is popular to be used as the teaching method applied in 2004 curriculum in indonesia. as the change of the curriculum, the term genre based instruction has been changed to several names up to nowadays curriculum. however, despite the terminological change, the nature of teaching principle is still the same in that the pedagogical principle applies the notion of constructivism by vigotsky (1978), and the language theory applies systemic functional linguistics by halliday (1989), and rhetorical structure by mann and thomson (1990). the primary learning materials for learning writing is still the exploration of genre. genre is still applied as the widest language function either for listening, speaking, reading, and writing skills. concerning with the terminological change, the term genre based instruction shifts to inquiry based learning as popularly utilized in the curriculum 2006 (ktsp), and currently it has terminologically changed into scientific approach as found in the curriculum of 2013. however the terminological change has been going, the essence, nature, and principle of teaching and learning is still fundamentally on the basis of genre based instruction (fauziati 2014). conclusion genre based instruction, as a popular teaching method utilized to teach writing, and as the method which teaches students writing based on comprehending and doing genre, is developed according to several foundations in the form of previous theories. as it is fundamentally defined in which gbi is a teaching method that emerges from the result of doing genre analysis, gbi linguistically is empowered by the theory about rhetorical structure and systemic functional linguistics. furthermore, as grounded into its application in pedagogical view, gbi derives from the basis of vygotsky’s notion and brunner’s thoughts concerning with the theory of scaffolding. from those foundations, there can eventually be devised the concept of genre based instruction as some experts construct like english franca vol 1 no 01 tahun 2017, stain curup page 98 p-issn 2580-3670, e-issn 2580-3689 ones named derewinka (1990), hammond (1992), and other experts who contribute their ideas with the same concept. as how it is applied in the classroom, gbi is constructed into four phases which encompass context exploration or commonly known in indonesia with the term building knowledge, text exploration or as generally stated in indonesia into modeling, joint construction, and the last independent construction where students write text independently.in indonesia, the terminology of genre based instruction has shifted along with the change of curriculum. it changes into inquiry based learning in 2006 curriculum (ktsp), and it becomes scientific approach in 2013 curriculum. fundamentally, despite the change of terminology, the nature and principle of teaching and learning is still on the basis of genre based instruction with exploring genre as the learning materials. genre is placed as the widest area of communication through either spoken or written communication. author’s biography ruly morganna is an alumnus of stain curup under english education major for his undergraduate degree. he has experienced five-year teaching in stain curup under the management of english education department and language laboratory. currently, he is taking his graduate degree in graduate school of english education department, sebelasmaret university, surakarta. he has published some scientific articles in applied linguistics field such as “the effectiveness of inductive teaching towards students’ grammatical ability, an international conference of 2nd ictte proceeding 2016”, and “conducting interlanguage analysis to prepare more qualified further english instructions, an international conference of 3rd ictte proceeding 2017”. furthermore, currently, he is working on the publication process of some articles entitled: “students’ motivation in online toefl learning, journal of social science and humanities, pertanika 2017”, “interlanguage analysis as a formative assessment, journal of language teaching and research 2017”, and “enriching meaning making through multimodal resources, journal of language teaching and research 2017”. english franca vol 1 no 01 tahun 2017, stain curup page 99 p-issn 2580-3670, e-issn 2580-3689 references bhatia, v. k. (1993). analyzing genre: language use in professional setting. london: longman brown, h. douglas. (1994), teaching by principles: an interactive approach to language pedagogy. new jersey: prentice hall bruner, j. (1983). child’s talk: learning to use language. oxford: oxford university press. byram, m. (2004), genre and genre based teaching. the routledge encyclopedia of language teaching and learning, (pp 234237). london. routledge. cope, b. &kalantzis, m. (eds). 1993. powers of literacy: a genre approach to teaching writing. london: falmer press. devitt, a.j. 1996. genre, genres and the teaching of genre.ccc 47(4):605-615. faigley, l. & hansen, k. 1985.learning to write in the social sciences.collegecomposition and communication 36(2):140149. fauziati, e. (2014). methods of teaching english as a foreign language. era pustakautama halliday, m.a.k., and r. hasan 1985.language context and text; aspects of language in a social – semiotic perspective. victoria: deaking university press. hammond et al. (1992).english for special purposes: a handbook for teachers of adult hendry, a., & roseberry, r. l. (1998).an evaluation of genre based approach to the teaching of eap/esp writing. tesol quarterly, 32/1: 147-156 hyland, k. 2003. second language writing. new york: cambridge university press. hyland, k. 2004. genre and second language writing: ann arbor: university of michigan press. macken-horarik m. 2002. 'something to shoot for': a systemic functional approach to teaching genre in secondary school science. in: johns, a.m. (ed.). 2002. genre inthe classroom. multiple perspectives.london: lawrence erlbaum, pp. 43-72. paltridge, b. 2001. genre and the language learning classroom. ann arbor: universityof michigan press. english franca vol 1 no 01 tahun 2017, stain curup page 100 p-issn 2580-3670, e-issn 2580-3689 swales, j. m. (1990). genre analysis: english in academic and research settings, cambridge, uk: cambridge university press. vygotsky.l. (1978). mind in society. cambridge ma: harvard university press. english franca: academic journal of english language and education vol.5, no1 ,2021,iaincurup p-issn2580-3670, e-issn2580-3689 doi: http://dx.doi.org/10.29240/ef.v5i1.2026, page 131-148 analysis of demotivating factors affecting students’ willingness to speak english erlinda sonya pale university of timor erlinda_pale@yahoo.com maria wihelmina wisrance university of timor anchewelan@gmail.com abstract the hesitation to speak english in the class was the crucial problem that occurred in semester seven students of the english department of timor university. this study figured out the discouraging points that influence the students' eagerness to speak english in the class, the most dispiriting factors, and the attempt that they executed to overcome their problem. the subject of the study was 30 semester seven students of the english department of timor university. the qualitative method was employed to analyze the data in this study. interview and questionnaire were applied as the instruments to obtain the data. the result of the study pinpointed that there were i n t e r n a l a n d e x t e r n a l f a c t o r s t h a t a f f e c t discouraging students in the classroom. the finding also revealed that the most demotivating factors which affected the students' willingness to communicate in english were motivation and confidence. the students also performed a few things to overcome their problems. the conclusion required the students to prompt themselves and be prompted by other people to pursue a good interaction in english. keywords: demotivating, students, willingness mailto:erlinda_pale@yahoo.com mailto:anchewelan@gmail.com 132 |english franca, vol.5, no.1, 2021 introduction english has been widely used around the world as one of the international languages. the presence of english can be seen by the users of it all over the world. some countries use english as the first language, a foreign language, and some others use it as the second language. countries such as the usa, canada, britain, ireland, australia, new zealand, south africa, and several caribbean countries speak english as their first language while singapore, india and malawi speak english as their second language in which english becomes part of their chief institutions. china, japan, greece, poland, indonesia, etc admit english as their foreign language where they use it as an international language (crystal, 2003). the use of english in indonesia has been started in the past since the colonialization of england. most of the library books used in indonesia are written using the english language. consequently, to comprehend the books' content, indonesian people h a ve to understand english. moreover, the students from secondary to a high level have been learning english as the foreign language started from 1945, the starting point of the independence (alisyabana, 1990: 320; nababan, 1984 in bire, 2016). the use of english in indonesia is quite crucial since it is the means of communication in trading, transport, foreign affairs, science, and technology (bire: 2016). nowadays, english is considered a compulsory subject for the students of elementary to university. the teaching and learning of english are started from the very simple material in the level of elementary. when it comes to students of the university, especially those who pick it as their major of study, the content is getting more complex. english language skills such as literal listening, interpretive and critical listening, speaking for everyday communication, speaking for group activities, speaking for a formal setting, etc are instances of mandatory subjects in the english department (timor university, 2016]. .those subjects are due to assist the students to implement english in the classroom. after all, meaningful and effective communication is the primary purpose of learning a foreign language, in this case, the english language (mahdi, 2014]. moreover, oral communication skills are concerned to be the primary and significant skills in the learning of a foreign language. communication skill is an applicable item or something that has to be practiced on a constant basis, therefore using it properly and successfully necessitates ongoing practice (apriani & anshori, 2019). erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 133 educators keep on looking for appropriate approaches to assist foreign or second language learners of english (efl/esl) to enhance their skill of speaking. the skill is firmly linked with the eagerness to, interact with one another[aomr, seng, &kapol, 2020]. willingness to communicate (henceforward called wtc) was conducted in l1 for the first time by mccroskey and baer (1985, in bukhari, cheng & khan, 2015). .they include communication competence, communication apprehension, self-esteem, and diversity of culture as original places of wtc. those four elements support someone's wtc. wtc is the behavior of someone to communicate actively in certain conditions and apply a variety of topics, tasks, and interlocutors (kang in tuyen & loan, 2019]. willingness to communicate is related to factors had by learners themselves and the place where they interact (tuyen and loan, 2019). mcintyre (1998, in lauherta, 2014] considers the willingness to communicate in a second language is much harder than in a first language since communicative competence is obvious in l2 in a greater range. learning a new language, l2, is not an easy task to do. several new rules need to be taken into consideration to produce a meaningful interaction. thus, the students' engagement depends much on the role of wtc which is quite crucial (vongsila and reinders, 2016). concerning the difficulties encountered by second language learners, a variety of factors are considered to affect the learners. two types of variables have been identified by researchers to affect the willingness of students to communicate. those factors are mental variables mentioned as self-confidence of the second language learners, recognized conversational proficiency, learning nervousness of second language learners, motivation of learning, and psyche; and circumstantial variables mentioned as roles or attitudes of teachers, kinds of task, materials, the atmosphere of the classroom, and speakers (tuyen and loan, 2019). those factors are believed to have influenced the students' desire to communicate. based on the researchers' experiences when they teach english to the seventh-semester students of the english department of timor university, the students rarely speak english in the classroom. when the instructions were given in english the students seemed to less active than when the instructions were given in the indonesian language. therefore, the present study is organized to seek answers to the next questions: (1) what are the demotivating factors which affect students' willingness in speaking english in the department of english at timor 134 |english franca, vol.5, no.1, 2021 university, (2) what are the most demotivating factors that occur? and (3) how do the students deal with those demotivating factors? by carrying out this study, it is due to reveal the reasons why the students feel hesitant to speak english and find out any efforts they do to deal with the problem. theoretical framework psychological variables psychological conditions are co -constructed by interacting contextual variables including interlocutors, the topic, and the context of the conversation (kang in kruk, 2018). when learners would like to communicate, they will consider the person they are talking to, whether the person will make them comfortable or not to convey their ideas. a topic that is too difficult also could cease learners to start talking. the learners would probably avoid certain topics to discuss as a result of being unfamiliar with the topic. moreover, the place and condition of the conversation could affect someone's willingness to communicate. crowded people could hinder learners to start communicating as a lot of things are considered before starting to communicate. in addition, whenever learners feel uncomfortable with the condition around them, their wtc will reduce. hence, it seems quite necessary to conduct a positive ambiance in the classroom to support the learners' psychological to get involved in the communication process. l2 self-confidence: the fact that s e l f c o n f i d e n c e o f l 2 varies in terms of the effect on wtc of students has been asserted by researchers. .a large number of students who learn l2 indicated low participation in the communication process as the result of low self. confidence (mcintyre et al, 2003 in vongsila & reinders, 2016). perceived communication competence: related to perceived communication competence, macintyre et al (1998 in tuyen and loan, 2019) affirmed that the perceived communicative competence of the students is measured as the acumen regarding the capability to communicate using l2 with others. l2 learners who consider themselves as poor communicators tend to have less willingness to communicate or vice versa. hence, it is clear that the eagerness of learners to convey ideas or feelings is closely connected to their discerned communicative ability. the purpose of training speaking should be to improve communication efficiency. the attainment of the goal necessitates erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 135 collaboration on the part of both the instructor and the students, in which the teacher not only understands what to do in terms of teaching speaking, but also motivates and even raises awareness among the students about the importance of the topic (gusmuliana et al, 2020). l2 learning anxiety: related to learning anxiety of l2. some factors are considered, mentioned as character anxiety, juncture anxiety, and situation particular anxiety (macintyre & gardner, 1991 in tuyen & loan, 2019). anxiety encountered by learners in l2 classes occurs because of speaking activities. the anxiety of learners hinders them to fully maximize their oral skills. the study of baker and macintyre (2000, in tuyen & loan, 2019) uncovers several major factors which determine students' reported wtc level, included anxiety of language practice, favorable or unfavorable former communication training. students" motivation: obviously, learners with high motivation will have a willingness to communicate in english. motivation is one of the characteristics that influence people's ability to learn a language efficiently. in other words, if the motivation is bigger, the consequence of learning will be larger. motivation has been identified as a series of events that result in the action of ideas, feelings, and emotions. motivation is the most important component in determining the speed and productivity of language analysis (gusmuliana et al, 2020). the motivation could then support them to be bold to start communicating. as put forward by songsiri (2007, in juhana, 2012), one point that determined students' success in speaking is motivation. students with high motivation to speak would have more progress than those who do not. such progress then supports their improvement in learning. .in this sense, motivation has a role as an essential key to determine learners' readiness to express their ideas orally (juhana, 2012). furthermore, zua (2008, in juhana, 2012) affirmed that any kind of motivation is considered as inner energy which can improve learners' interest. on the other hand, students who possess low motivation in learning a language would not start talking as they lack inside support. thus, teachers of english need to create such a positive atmosphere that can encourage students to build up their motivation for the success of learning to communicate. . when the students' motivation is encouraged, their wtc also will be increased. in line with the factors affecting students' willingness to communicate, one requirement for the students in studying a language is to be willing to communicate. consequently, the students' oral involvement in the classroom context is required[bernales, 2016). .furthermore, the 136 |english franca, vol.5, no.1, 2021 real implementation of studying a language is to practice it for the sake of communication, not merely the memorization of a bunch of vocabulary and grammar. as pointed out by vongsila and reinders (2016) that the main purpose of several english programs is to improve the learners' spoken construction of the language. on the other hand, the english department students of timor university do not use english mostly in the teaching and learning process. they prefer to use bahasa indonesia, their first language. this is an issue that needs to be overcome. as students of the english department, using english should be a must. after all, they will become prospective english teachers after graduating from the department, who will have to teach their students english, including teaching them how to speak in english. several types of research have been carried out concerning the students' problem in speaking english. lahuerta (2013) examines the connection between the variables which are believed to affect spanish undergraduates' eagerness to communicate in english.the participants of this study were students majoring in several degrees at oviedo university.the result of the analysis using regression indicated that there was a strong connection between motivation and willingness to speak english in the classroom. besides, it also indicated a significant positive relationship between self-perceived communication competence and willingness to communicate, and a significant negative relationship between anxiety and self-perceived communication competence. thus, we can see a link between self-perceived communication competence and l2 competence. this study is getting more complete with the finding on a gender difference in the effect of self-perceived competence on actual l2 competence. however, the study was carried out in a european country, therefore the finding could not be generalized to other places in a different country, such as indonesia. the next study conducted by wijaya and rizkina (2015] aimed at:(1]examining the level of indonesian students in their willingness to communicate (wtc) in the english language, and (2) revealing the particular factors which affect students' wtc in english.the result uncovers that 72.,1% of 136 students possess a low willingness to convey ideas or feelings in the english language. besides, it was discovered that type of task, class size, language anxiety, teachers' and students' rapport were mostly had an impact on wtc of the students. the finding of this study was mostly related to external factors which hinder learners to communicate in english. thus, the erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 137 present study would seek both internal and external factors to uncover the most demotivating factors influencing learners’ eagerness to speak english in the classroom. furthermore, the study of khoyar, rafikgalea & hwee kho (2018) scrutinizes the willingness to communicate (wtc) in english among esl undergraduates in malaysia. a hypothesized model that integrates wtc in english, motivation, selfefficacy, mindset, and performance was tested using structural equation modeling (sem). the results show that the personality of learners is directly affecting motivation and wtc in english. further, the results also demonstrate that both motivation and academic achievement influences wtc in english indirectly through self-efficacy. the final model correlates well with the data, thereby indicating the potential of academic achievement that can contribute to esl communication. on the other hand, the finding of this study was conducted in malaysia, thus it is dealing with the learners who speak english as their second language, not a foreign language. .therefore, the current study would investigate the learners who speak english as a foreign language. maryansyah (2019] conducted a study to investigate factors affecting willingness to communicate in english in social media. this research employed a descriptive method. particularly, the research described factors influencing students' willingness to communicate in english in social media at the english study program in the fourth semester of the muhamadiyah university of bengkulu in the academic year 2018. .the results r e v e a l e d that there were five factors affecting willingness to communicate in english in social media. they were self-confidence, personality, motivation, attitude, and apprehension. motivation became the greatest factor influencing students’ eagerness to speak english in the classroom. some reasons why students are eager to communicate through social media were also provided to enrich this study. on the contrary, this study implemented social media as the place to obtain the data, while the current study would use classroom context for collecting the data. lastly, the study of tuyen and loan (2019) was carried out at a private university in ho chiminh city-vietnam (henceforth called pu). the study aims at exploring the students' wtc in efl speaking classes; seek factors that influence their wtc, and propose strategies to motivate them to communicate in speaking classes. the findings of the study affirmed that a large number of pu students had a low level of wtc in english. moreover, it was disclosed that students' wtc was affected by both individuals as well as situational factors.. . finally, several vital strategies 138 |english franca, vol.5, no.1, 2021 were put forward to help enhance the students' wtc. based on the findings of this study, some pedagogical implications for stakeholders were provided. the different finding was uncovered by pakpahan et al (2017) which found out several primary factors to have influences on students' unwillingness to speak english, mentioned as linguistic, psycholinguistic, socio . cultural and institutional factors. those factors were different from previous researchers. furthermore, their finding also put socio-cultural and institutional factors as the most factors which affect the students' unwillingness to speak english in the classroom context. a study by siagian and udam (2017) focused on one of the factors which contribute to the unwillingness of the students to speak english, which is anxiety. a couple of factors which cause the students to hesitate to speak english, namely lack of familiarity of the task, fear of making mistakes, low motivation, incomprehensible inputs, lack of confidence and then low english proficiency were the finding of this study. they also provide the strategies of the students to deal with their unwillingness to speak, they comprised assistance from peers, training time, enjoyment, great expectations, and acceptance. riasati and rahimi (2018) conducted a similar study to scrutinize the eagerness to speak english from the learners of iranian efl in a classroom context. the result of their study exposed several factors to be recognized as bring an effect on the learners' eagerness to speak: discussion topic, interlocutor effect, insecurity, positive self-image, tutor, and the atmosphere of the schoolroom. the other study of ningsih, narahara & mulyono (2018) found out that the students’ willingness to communicate was affected by their own decision to be involved in communication and the perception of the learners towards such communication. even though those researches have been carried out, the research in timor university especially in the department of english related to demotivating factors of students' willingness to use english in the classroom is still rare. moreover, the researcher also would like to use the finding of this research for further investigations pertinent to improve the students' speaking skills. research methodology the current study applied qualitative research as a tool to analyze the data, which were collected by referring to questionnaires completed by the subject of the study. in addition, interviews with some erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 139 subjects were conducted to enrich the data. the interview helps us explain, better understand, and explore the research subject's opinions, behavior, experiences, phenomenon, etc. interview questions are usually open-ended questions so that in-depth information will be collected. interviews are particularly useful for getting the story behind a participant's experiences. the interviewer can pursue in-depth information around the topic. interviews may be useful as follow-up to certain respondents to questionnaires (mcnamara, 1999). the issue presented here is factors that affect the hesitation of the students to speak english in the context of the schoolroom. pertinent to the research methodology, the students were given a sheet of questionnaire to be answered. the questionnaire consisted of six questions dealing with aspects affecting the willingness of the students to communicate in english and their efforts to overcome their problem. for the sake of enriching the data, interviews with five students were conducted. the purpose of doing the interview was to figure out more factors that were considered as obstacles in speaking english by the students. moreover, the students' endeavors to address their problems could be uncovered by conducting the interview. the 7th-semester students of the english department of timor university were the main subject of this study. the main problem was triggered by the lack of using english in the learning process in the classroom. the researcher did not use all 7th-semester students for carrying out the study, only 30 students were selected to obtain the necessary data to deal with the research. two types of instruments were used to gain the data, namely a questionnaire, and an interview. the questionnaires were prepared and then be distributed to the subject of the study. the questionnaire was adopted from juhanna (2012) and comprised six questions. they were given 60 minutes to fill in the questionnaire. the first question is dealing with the student's desire to use english in the schoolroom, and the students were given five options to be chosen mentioned as very much, rather, normal, little, and not at all. the frequency of practicing english outside the classroom was put in the second question, followed by five options; always, usually, sometimes, rarely, never. the third question required the answer towards the students' opinion related to the necessity of speaking english for their future job and five options were provided: very necessary, necessary, normal, unnecessary, very unnecessary. question 4 asked the students' feelings in the class when 140 |english franca, vol.5, no.1, 2021 speaking english for presenting material is a must. for this question, only three options were available; motivated, anxious, and confident. the students were also asked to provide the frequency of correcting mistakes by their lecturers in question 5, with five options as well; always, often, sometimes, rarely, and never. for the last question in the questionnaire, the researcher provided 9 factors that were considered to affect the students' performance in presenting a topic, asking questions and answering questions mentioned as preparation time, pressure to perform well, listeners' support, motivation, confidence, anxiety, typical knowledge, listening ability, and time allowed to perform. to make it clear, the questions are listed below: 1. how much do you like speaking english in class? 2. how often do you practice speaking english outside the classroom? 3. what is your opinion concerning the necessity of speaking english for your future job? 4. how do you feel in the classroom when you are required to speak english to present your material in front of the classroom, ask questions, or answer questions from your friends? 5. how often do lecturers correct your mistakes while you are performing your tasks? 6. what factors affect your speaking performance in presenting a topic, asking questions, and answering questions? findings the students’ answers from the questionnaire were put into the frequency to answer the 3 research questions. five criteria were used in describing the frequency of speaking english in the classroom namely, very much, rather, normal, little, and not at all. dealing with the frequency of speaking english outside the classroom and frequency of correction by lecturers, different criteria were used, mentioned as always, usually, sometimes, rarely, and never. concerning the necessity of speaking english for the students' future jobs, very necessary, necessary, normal, unnecessary, and very unnecessary were used. related to the erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 141 students' feeling when speaking english in the classroom is a must, there were only three categories used, as follows: motivated, anxious and confident. to provide a clear description of the data, each of them was sent into the table to follow. table 1. factors affecting the students willingness to speak english q1 q2 q3 q4 q5 q6 cat. freq . cat. freq . cat. freq . cat. freq . cat. freq. cat. freq. very much 27% always 3% very necessary 60% motivate d 60% always 36,7 % preparatio n time 46,7 % rather usually 10% necessary 40% anxious usually 16,7 % pressure to perform well 46,7 % norma l 57% sometime s 77% normal confident 40% sometime s 46,7 % listeners’ support 63,3 % little rarely 10% unnecessar y rarely motivation 66,7 % not at all 17% never very unnecessary never confidence 73,3 % anxiety 36,7 % typical knowledge 56,7 % discussion a different way of finding out the factors affecting the students' speaking performance in presenting a topic, asking questions, and answering questions was presented. there were nine factors provided and all the subjects of the study chose more than one factor, even some add more factors on their own. for the last part, the students came up with their endeavors to solve their problems. there was a variety of efforts they went through as stated in the following: being more confident, memorizing a lot of vocabulary, practice speaking english inside and outside the classroom, mastery of the topic, being more focused, being prepared, listen to more songs of english, watch english cinemas, being motivated, and practicing in pairs. based on the result of the interview, some students also added more points which are considered to bring effect on their desire to use english, mentioned as lack of vocabulary, habit, being nervous, losing concentration, interruption from the audience, and correction from lecturers. furthermore, there was a variety of the students' answers dealing with their endeavors to solve the problem. those efforts were improving confidence, memorizing a lot of vocabulary, practice speaking inside and outside the classroom, mastering topics well, being more focused, being 142 |english franca, vol.5, no.1, 2021 prepared, listening to songs of english, watching cinemas of english, being motivated, and practicing more in pairs. based on the data presented above, it can be noticed that some demotivating factors affect the students' willingness to use english during the learning process in english department at universitas timor. those factors were recognized as preparation time, burden of a wellperformed result, listeners' encouragement, motivation, courage, anxiety, specific knowledge, listening skill, time allowance, lack of vocabulary, habit, being nervous, losing concentration, interruption from the audience, and correction from lecturers. the factor which most affected the willingness of the learners to speak english in a schoolroom context is confidence, which was experienced by 22 students out of 30 with the percentage 73,3 % followed by motivation, which was 66,7 %. clearly shown, the most factors came from the students themselves, meaning that outside factors affected them less. in addition, the students also mentioned their efforts to solve their problems as shown by the result of the interview. those efforts are: improving confidence, memorizing a lot of vocabulary, practice speaking inside and outside the classroom, mastering topics well, being more focused, being prepared, listening to song lyrics of english, watching cinemas of english, being motivated, and practicing more in pairs. the result of the current study is in line with the study of tuyen and loan (2019) which stated that the willingness of the learners to communicate was caused by individual components like motivation and confidence. the finding of lahuerta (2014) and toubot et al. (2018) was also similar to the current study which pointed out that the willingness of the learners to use english was affected by motivation. these similar findings point to one important point, regardless of the places, internal components such as motivation and courage do play a significant role to have effects on the willingness of the learners to speak using english. from the interview result, we can see that the university of timor as the only public university at the border with the country of rdtl is also facing the same problem with other places in terms of students' willingness to communicate in english. thus, internal factors to contribute to the failure of the learners to execute the use of english should not be underestimated as proved by those researches. those factors should be taken into consideration by all language teachers for erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 143 the improvement of their ways of teaching. the learners need to be motivated continuously to boost their spirit and desire to communicate in english. closely linked with that, the result of vongsila and reinders' study (2016) proved that teachers admitted their action as one crucial aspect to support their learners' willingness to produce oral communication in english. the finding of these two types of research also proposed some methods of teaching to be applied in the classroom. conclusion refer to the result of the data analysis previously stated, the researchers concluded that some components affect the willingness of the learners to communicate using english during the teaching and learning process. those factors came from both the students themselves or known as internal factors, and from people and environment around them, known as external factors. preparation time, lack of vocabulary, habit, being nervous, motivation, confidence, anxiety, and listening ability were internal factors. external factors included pressure to perform well, listeners' support, interruption from the audience, correction from lecturers, typical knowledge, and time allowed to perform. from those factors, it can be noted that the most factors that occurred came from the students themselves (internal factors). moreover, the students also said that they went through some attempts to deal with their problems. the result of the finding also indicated that students need more confidence and motivation so that they can utilize english in the classroom. several external factors such as listeners' support, interruption from the audience, and correction from lecturers should also be considered to deal with the issue faced by the students. furthermore, this result could be an input for next researchers to conduct a study that can improve the students' motivation and confidence to interact with each other using english, especially in the english department. suggestions in line with the result of this study, the researchers suggest that a good learning atmosphere needs to be set for gaining the students’ willingness to participate in the english teaching and learning process. teachers or lecturers have to motivate the students more as external factors such as motivation from people around are considered as one of 144 |english franca, vol.5, no.1, 2021 the aspects that influence students’ eagerness to speak in english class. the main point which needed to be paid more attention to is that the students have to courage their self to be engaged more in english class. references ahmed mahdi, d. 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(2013). willingness to communicate in english: a study of malaysian pre-service english teachers.canadian centre of science and education. 9(6), 205https://doi.org/10.1080/2331186x.2018.1513313 https://doi.org/10.33373/anglo.v8i1.978 https://doi.org/10.7575/aiac.ijalel.v.7n.5p.47 https://doi.org/10.22161/ijels.4.2.10 https://doi.org/10.1177/0033688216645641 https://s3.amazonaws.com/academia.edu.documents/37697491/factors_affecting_indonesian_students_willingness_to_communicate_a_case_study_in_higher_education.pdf?awsaccesskeyid=akiaiwowyygz2y53ul3a&expires=1527115658&signature=kthubkyvqnoyh0vy%252fup3depvz5k https://s3.amazonaws.com/academia.edu.documents/37697491/factors_affecting_indonesian_students_willingness_to_communicate_a_case_study_in_higher_education.pdf?awsaccesskeyid=akiaiwowyygz2y53ul3a&expires=1527115658&signature=kthubkyvqnoyh0vy%252fup3depvz5k https://s3.amazonaws.com/academia.edu.documents/37697491/factors_affecting_indonesian_students_willingness_to_communicate_a_case_study_in_higher_education.pdf?awsaccesskeyid=akiaiwowyygz2y53ul3a&expires=1527115658&signature=kthubkyvqnoyh0vy%252fup3depvz5k https://s3.amazonaws.com/academia.edu.documents/37697491/factors_affecting_indonesian_students_willingness_to_communicate_a_case_study_in_higher_education.pdf?awsaccesskeyid=akiaiwowyygz2y53ul3a&expires=1527115658&signature=kthubkyvqnoyh0vy%252fup3depvz5k https://s3.amazonaws.com/academia.edu.documents/37697491/factors_affecting_indonesian_students_willingness_to_communicate_a_case_study_in_higher_education.pdf?awsaccesskeyid=akiaiwowyygz2y53ul3a&expires=1527115658&signature=kthubkyvqnoyh0vy%252fup3depvz5k erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 147 216, retrieved from https://www.researchgate.net/publication/285947103_willing ness_to_communicate_in_english_a_study_of_malaysian_preservice_english_teachers/link/56f156ce08aed354e56fb2a1/do wnload. https://www.researchgate.net/publication/285947103_willingness_to_communicate_in_english_a_study_of_malaysian_pre-service_english_teachers/link/56f156ce08aed354e56fb2a1/download https://www.researchgate.net/publication/285947103_willingness_to_communicate_in_english_a_study_of_malaysian_pre-service_english_teachers/link/56f156ce08aed354e56fb2a1/download https://www.researchgate.net/publication/285947103_willingness_to_communicate_in_english_a_study_of_malaysian_pre-service_english_teachers/link/56f156ce08aed354e56fb2a1/download https://www.researchgate.net/publication/285947103_willingness_to_communicate_in_english_a_study_of_malaysian_pre-service_english_teachers/link/56f156ce08aed354e56fb2a1/download 148 |english franca, vol.5, no.1, 2021 english franca : academic journal of english language and education vol. 4, no. 1, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 the vocabulary profile of un (ujian nasional) reading texts of senior high school andila atmadja universitas katolik atma jaya jakarta andila.atmadja@gmail.com abstract this study was aimed at investigating the vocabulary profile of english un 2015 reading texts for senior high school. content analysis was used as a research method. the data were vocabularies which encountered within 14 reading texts. the instruments were lewis (1997) divisions of lexical items adapted in lakshmi (2012) and 10003000 new general service list by browne and coxhead (2013) within vocab profiler software inventing by cobb (2009). the result showed that (1) there were four lexical items encountered in the un 2015 reading text. they were: polywords, collocation, a fixed expression, and semi-fixed expression. (2) the most dominant of lexical items were encountered in the reading text is collocation with 145 words (60%), polywords with 51 words (21%), semi fixed expression with 38 words (16%) and the lowest was fixed expression with 7 words (3%). (3) there were 1067 words (88%) in the un reading text were the extent of coverage level 1000-3000 ngsl and nawl level by browne and coxhead. the conclusion was the teacher should teach the students about collocation and other word partnership to assist students to comprehend the english text better keywords: vocabulary, lexical items, vocabulary level introduction in the process of teaching language, especially english, one of the basic aspects essential to the students’ knowledge is lexis. richard and rodgers (2001) suggest that the component of language learning and communication is lexis, that is word and word combination not notion, grammar, function or some other elements of planning and teaching. a mailto:andila.atmadja@gmail.com andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|36 lexeme is the central unit of the lexicon of a language. a lexeme is a unit that may consist of one or more (orthographic) word form; simple containing single words and complex being multi-word expressions. a lexeme correlates with words because the words are derived from lexeme. for example, the word walk, walks and walking and walked are forms of the lexeme ‘walk’. vocabulary denotes to the words and phrases that individuals know and use. it contains an understanding of how words synergy within specific contexts. vocabulary is concerned with meaning. while someone gets older their vocabulary develops and it also serves as a beneficial and essential device for communication and attaining knowledge. acquiring a wide-ranging vocabulary is one of the prime tasks in learning a second language. “vocabulary is a clear indicator of how well foreign language (fl) learners can communicate” (lewis, 1997). speaking of learning a language, there are four skills that the learner needed to be mastered, that is: listening, reading, speaking and writing. having vocabulary knowledge is essential since one cannot comprehend a sentence if the most of the words are unknown. besides, students’ word knowledge is connected greatly for being successful in academic since students who have a wide-ranging vocabulary can comprehend new ideas and concepts more swiftly than students with inadequate vocabulary knowledge. lacking vocabulary knowledge impact the four skills of the language. therefore, vocabulary is important to be mastered in learning a second language. ujian nasional (un) was first held in indonesia in 1985 for four cores of subjects such as mathematics, science, indonesian language, and english. the aims of its management are first to map the quality of education service across regions and secondly to set a criterion for graduation. “increasing the quality of education is very important because it’s related to human resource quality” quoted zakaria (2009) a member of badan standar nasional pendidikan (bsnp). un becomes one of the scariest moments for students in indonesia. in english subject to be more specific, despite changes in curriculum approach, reading has been the dominant skill tested and reading text is one of the problems for students in accomplishing their english test. students’ lack of vocabulary makes them difficult to comprehend the overall meaning of english reading text. as stated by meara (1980) deficiency of adequate vocabulary knowledge is a noticeable and solemn problem for many students who learn english as a second language. learners themselves willingly confess that they face 37 | english franca, vol. 4, no. 1, 2020 many difficulties with vocabulary, and most learners find that attaining vocabulary as their utmost single basis of difficulties. moreover, laufer (1989) points out that a successful comprehension involves more than being able to understand vocabulary in a text, and a lack of familiarity with more than 5% of the running words in a text can make reading a formidable task. considering these conditions, the writer is interested in conducting research related to the vocabulary profile of the un (ujian nasional). to conduct this study, the writer focuses on investigating the vocabulary profile of reading texts of the un 2015 english exam for senior high schools. there was 14 reading text in english exam. in this study, the writer will focus on the types of lexical items met in un 2015 reading-text, each frequency of the lexical items, and the vocabulary the extent of un reading texts for senior high schools that covered 3000 new general service list and new academic words list by browne and coxhead. this study was intended to investigate the vocabulary of un 2015 english reading texts for senior high schools, which part that mostly dominant and which part that should be pay more attention. the purpose of this study can be achieved by finding out the types of lexical items encountered in un 2015 reading texts, finding out the frequency of each lexical items, and finding out the extent of vocabularies of un 2015 reading texts for senior high schools that cover the 1000 3000 level new general service list and new academic words list by browne and coxhead (2013). based on the background above, the question of this study is formulated into three research questions as follows: what are the types of lexical items encountered in the un 2015 reading text? what is the frequency of each lexical item? to what extent do the vocabularies of un reading texts for senior high schools cover the 1000 – 3000 level new general service list and new academic-word list by browne and coxhead? theoritical framework vocabulary and lexis vocabulary denotes to a set of words for a certain language that specific utterers of language might use (hatch, 1995). lewis (1993) states that “lexis refers to strings of words that go together”. lexis contains words and words combinations that persons hoard in their mental lexicons (olga, 2001). the differences between vocabulary and lexis are that the term vocabulary denotes to words alone, while lexis relates to not just words andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|38 but elements both above and below the word level, smaller elements such as particles (‘down’ in the phrasal verb step down) including bound morphemes (‘im’ as in impossible) in addition to larger elements such as fixed expressions (call it a day, by the way). vocabulary is invented of the word units themselves. it contains the word units only, while lexis denotes to the structure of word units in a language. it is a central point that lexis comprises a system primarily as lexis interfaces with other features of language. lexical items lexical item is a single word or chunk of a word or a chain of words that build the fundamental elements of a language lexicon (vocabulary). lewis (1997) proposes lexical items to be divided into four types as follow: words and polywords, collocation, fixed expression, and semifixed expression 1. words and polywors words constitute the largest of all four categories. they refer to words that can stand alone and what we traditionally call vocabulary. e.g. open, sit. while polywords denotes to a small set of lexical items that place between words and main multi-word clusters. lewis (1997) reflects adverbial phrases of different categories such as polywords. e.g sentence adverbs: in contrast, expressions of time: yesterday, next week, today, prepositions of place: around the corner. 1. collocations collocations are lumps of lexical items that indeed co-occur by common expectancy. kjellmer (1987) defines collocation as a system of words that befalls more than once in the same form in the corpus, that is grammatically well organized. similarly, clear (1993) suggests that collocation is a recurrent co-occurrence of words. lewis (2000) suggests different kinds of collocations as follows: · adjective + noun = mysterious circumstance · noun + noun = variety show · verb+ adjective+ noun = have a better plan · verb + adverb = sing beautifully · adverb + verb = well paid · adverb+ adjective = obviously sick · verb+ preposition + noun = reconcile with the past. 2. fixed expression fixed expressions or institutionalized expressions are chunking a speaker provision as components and uses in speech. e.g · social greetings: good afternoon; how’s life? · politeness phrases: sure, i’m good. · phrase book language: can you pass me the sauce please? idioms: break a leg. 39 | english franca, vol. 4, no. 1, 2020 3. semi-fixed expression according to lewis (1997), “semi-fixed expressions are often verbless expressions in the spoken language for managing the everyday situation”. he categorized semi-fixed expression into several categories: almost-fixed expressions, which allow minimal variations: isn’t/ that’s not my type · spoken sentences with a simple space: can you give …….., please? · expressions with a space that must be filled with a particular kind of slot-filler: hi. glad to see you. i haven’t seen you + time expressions with for or since. sentence heads, which can be finished in many ways: what was fascinating /shocking/irritating was…….. more prolonged frames such a formal letter or the introductory paragraph of an academic paper. for example, i’m writing to apply … today trends cannot be separated by …(lewis,1997). vocabulary level on the 60th anniversary of michael west’s publication of the general service lists (gsl) in 2013, philips and browne publicized the formation of a new general service list (ngsl), one that is created by a prudently selected 273 million-word subsection of the 2 billion-word cambridge english corpus (cec). also, browne and coxhead (2013) worked to create a new academic word list (nawl) to complement students and teachers working with the ngsl who wanted to learn or teach academic english. the combination of ngsl/nawl bestows approximately 5% more text coverage than the collective gsl/awl. nunan (2003) proposes that there are three types of vocabulary; academic2 high frequency and low frequency. academic vocabulary refers to words that are more often found in academic texts than in any other form of text. the high-frequency words are the 2000 most commonly used words within a language. low-frequency vocabulary words are the other words that are not in the 2000 high frequency. nation (2012) advocates that it is beneficial to see vocabulary distinguished into three main levels. high-frequency vocabulary of about 2000 words, a mid-frequency vocabulary of an supplementary 7000 words creating a sum of 9000 and the lasting low-frequency vocabulary of at least another 10000 words or possibly higher. adult native speakers appear to have a vocabulary size of about 20000 words, nonetheless mastering this would be a very long-standing goal for most foreign language learners. more practical goals are to object primarily at a high-frequency vocabulary of 2000 words, and to give notice greatly to andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|40 the most advantageous portion of the mid-frequency vocabulary for certain determinations. hsu (2009) states “to pass the senior high school examination a student has to have a vocabulary size of at least 2000 words”. besides, hatch (1995) states that high school students learning english in spain are familiarized to 800-1,000 english words in their first grade of efl class, 1,700-2,000 more in second grade, and 2,500-3,000 in the third grade. hence, it can be inferred that to pass the examination, students of senior high schools have to master at least 1000 3000 words. english reading text in the un reading is a procedure conducted by readers to obtain information from the author of the text. through reading, the students can broaden and hone their point of view based on their knowledge. nonetheless, it is quite hard to persuade students that the texts in english can be comprehended although there are some vocabularies and structures that the students have never met previously. in short, it can be concluded that reading in a foreign language involves of understanding the meaning in that language over its written illustration (lado, 1961). from the description mentioned previously, we can obtain valuable information which is used in daily basis. for instance, reading a billboard, tabloid, story, and many more. reading is one of the best ways of expanding vocabulary. cunningham (2001) noted that (1) vocabulary should be trained both directly and indirectly; (2) recurrence and numerous exposures to vocabulary items are significant; (3) learning in amusing contexts is treasured for vocabulary learning; (4) how vocabulary is measured and calculated can have differential effects on instructions; and (5) depending on only vocabulary – learning strategy will not result in best learning. un turn out to be the government device to evaluate how indonesia’s education system works. the results of un can be used to display whether the government has controlled indonesia’s education properly or not. stated in government regulation number 19 the year 2005 on national education standard that the function of the un is as follows: 1. mapping school quality; 2. selection criteria to enter higher education; 3 student graduation criteria; 4 developing and giving aid to schools to improve the quality of education. moreover, the minimum passing grade standard for all subjects in the un 2015 for senior high school is 5.5 from the scale 1-10. simply spoken, it can be said that if students’ 41 | english franca, vol. 4, no. 1, 2020 achievement is good or at least reach the standard, the government is successful. in this case, understanding the vocabulary in english reading text in the un is important. the relationship between un reading comprehension text, lexical items and vocabulary cannot be separated. the roles of vocabulary and lexical items are important in reading comprehension because to understand the whole text, the learners need to have a wide extent of vocabulary and besides that, the text can be understood not only on the single-word basis but also in multi-word expressions such as phrases, clauses, and sentences as its building blocks. research methodology this study utilized qualitative research by using content analysis as a research method. this study was conducted from february to june 2016 in jakarta. the data of this study were the vocabularies which encountered within 14 reading texts. the subject of this study was english un reading text 2015 for senior high school. the vocabularies were investigated to analyze the vocabulary profile of english un reading text 2015 by finding out the types of lexical items, the frequency of each lexical items and to what extent do the vocabularies can cover 1000 3000 level new general service list and new academic word-level within each text in reading the text. there were 5 types of english un exam test packages. each package of which carried equal exam weightings, as stated by bnsp in its released for the prediction of english un text. the writer used only one package of un 2015 english exam tests for the science program, taken from sman 22 jakarta as the data source. the instrument of this study was lewis’ (1997) concept of lexical items adapted by laksmi’s (2012) study to investigate the vocabulary profile of english un reading text 2015 and 1000 3000 level new general service list and new academic words lists by browne and coxhead (2013) within vocab profiler software inventing by cobb (2009). in this study, the data were collected in some steps, such follows: 1. taking one package sample out of five packages of un english test 2015 for senior high school. 2. reducing the part of data that do not belong to the study. the data were reduced by excluding the listening section, question and several words such as follows: such as proper noun, andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|42 interjections, unclassified words, alphabetical symbols, units, and abbreviations from this study. those words were excluded to prevent inflated vocabulary size and shrink text coverage. the data were analyzed in some steps, such follows: 1. classifying he reading texts using lewis’ (1997) theory of lexical items/ chunks divisions adapted by lakshmi (2012) which fall into four parts polywords, collocation, fixed expression, and semi-fixed expression as presented in the table below. 2. the writer divided the lexical items into four parts polywords, collocation, fixed expression, and semi-fixed expression of reading texts and labeled and separated each division of lexical items in an individual table to make it specific and easy for analysis before inputting it in the table of lexical items. 3. polywords type is the first type of lexical items. it consists of the expression of time, sentence adverb, phrasal verbs and preposition of place. 4. collocation is the second type of lexical items. collocation is a sequence of words that occurs more than once in an identical form. in his research lewis (2000) divides different kinds of collocation into twelve parts. it consists of adjective + noun, verb + noun, noun + noun, noun + verb, noun + preposition, verb + adjective, adverb + adjective, adjective + preposition, adverb + verb, verb + preposition and verb + adverb. 5. fixed expression is chunk a speaker stores as units and uses in speech. fixed expression is divided into one-worded, twoworded, three-worded, four-worded, and five-worded. 6. semi fixed expression is often verbless expressions in the spoken language for managing everyday situations. it consists of sentence head, discourse markers, and sequencers. 7. calculating the types of lexical items which mostly occurred in the text. to see its frequency. 8. calculating the total number of words appearing using browne and coxhead 1000-3000 new general service lists within vocab profiler software (www.lextutor.ca) inventing by cobb (2009) to find out the vocabulary extent of english un 2015 reading texts. 9. summarizing the result of the study into tables and charts in finding and conclusion. 43 | english franca, vol. 4, no. 1, 2020 this study used lewis's (1997) theory of types of lexical items/ chunk divisions that had been adapted in lakshmi (2012) and browne and coxhead (2013) 1000-3000 new general service lists within vocab profiler software (www.lextutor.ca) invented by cobb (2009) as the analysis criteria. findings in this study, the writer analyzed the vocabulary profile of un 2015 reading text for senior high school. this chapter was organized based on the research questions as previously mentioned in chapter i types of the lexical items encountered in english un 2015 reading texts from the 14 un 2015 reading texts, the writer classified the vocabulary based on michael lewis (1997) concept of lexical items. the concept categorized lexical items into four division: polywords, collocation, fixed expression (institutionalized expression) and semi fixed expression. after analyzing each subdivision of lexical items -polywords, collocation, fixed expression and semi-fixed expression, the writer summarized the types of lexical items encountered in the un reading texts as in the table 1. table 1. types of the lexical items encountered in english un 2015 reading texts t p c fe sfe t p c fe sfe 1 3 8 2 2 8 4 16 2 1 2 2 3 1 9 3 12 5 3 4 16 1 10 7 26 3 4 5 13 5 11 1 9 1 5 10 13 5 12 2 8 5 6 7 5 1 5 13 3 1 7 2 11 1 3 14 1 4 1 tot 34 69 5 21 tot 18 78 2 17 note: t : text p : polywords c : collocations fe : fixed expression sfe : semi fixed expression tot : total grand tot : grand total andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|44 grand tot p= 51 c= 147 fe= 7 sfe= 38 viewing the results of the table above, there were four lexical items were encountered in un 2015 reading text. they were polywords, collocation, fixed expression and semi fixed expression (see appendix 2). however, in text 13, there are no polywords. in text 3 to 5 and 10 to 14 there are no fixed expressions, as well as no semi-fixed expressions in the text 2. this result showed that fixed expression was the least type encountered in the reading text. to see the specific analysis of this study, the writer showed each subdivisions chart of the lexical items as follows: according to lewis (1997) polywords referred to a small group of lexical items which falls between words and major multi-word categories. the writer found fifty-five polywords from the un reading texts selected for this study. the polywords were subdivided into four categories namely expression of time, sentence adverbs, phrasal verbs, and preposition of place. chart 1 : polywords analysis after analyzing the text, the writer found 17 phrasal verbs (34%), 14 expressions of time (28%), 13 preposition of place (26%), and 6 sentence adverbs (12%). [category name] 28% [category name] 12% [category name] 34% [category name] 26% 0 5 10 15 20 expression of time sentence adverb phrasal verb preposition of place types of polywords 45 | english franca, vol. 4, no. 1, 2020 lewis defined collocation as the readily observable phenomenon whether certain words co-occur in natural text with greater than random frequency. in this study, there were one hundred and forty-five collocation identified from un 2015 reading text chosen for the study. chart 2 : collocation analysis the writer found 69 adjective+noun (48%), 16 verb+noun (11%), 28 noun+noun (19%), 8 noun+verb (5%), 1 noun+preposition (1%), 4 verb+adjective (3%), 4 adverb+adjective(3%), 2 adjective+adverb(1%), 1 adjective+preposition (1%), 6 adverb+verb (4%), 4 verb+preposition (3%), 2 verb+adverb(1%). according to lewis (1997) fixed expression or institutionalized expressions are chunks a speaker stores as units and uses in speech. the writer identified seven fixed expression from the un reading texts selected for this study. the fixed expressions were classified into five categories: one-worded, two-worded, three-worded, four-worded and five-worded. adj + n, 69 v + n, 16 n + n, 28 n + v, 8 n + p, 1 v + adj, 4 adv + adj, 4 adj + adv, 2 adj + p, 1 [category name] [value] v + p, 4 v + adv, 2 a d j + n v + n n + n n + v n + p v + a d j a d v + a d j a d j + a d v a d j + p a d v + v v + p v + a d v t y p es o f co l lo c at i o n andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|46 chart 3: fixed expression the writer identified 6 two worded (86%) and 1 three worded (14%). according to lewis (1997) semi-fixed expression are often verb less expressions in the spoken language for managing everyday situations’. the writer identified thirty eight semi fixed expression from the un reading texts selected for this study. the present study only found two broad categories namely sentence head and other semi-fixed expression which include discourse markers and sequencers. sentence head was referred to those clauses or phrases that allowed a substitution in their place and which provided a chance to the speaker to complete them in many ways. discourse markers were words which connect what was being expressed and what follows next in the spoken and written language. sequencers too are a type of discourse markers that highlight the order of the happenings. two worded, 6 three worded , 1 0 1 2 3 4 5 6 7 one worded two worded three worded four worded five worded types of fixed expression 47 | english franca, vol. 4, no. 1, 2020 chart 4: semi fixed expression the writer identified 18 sentence heads (47%), 13 discourse markers (35%), and 7 sequencers (18%). the frequency of each lexical items in english un 2015 reading texts chart 5: the frequency of each lexical items based on the chart above the most dominant of lexical items in the un reading text was collocation with 145 words ( 60%), followed by polywords with 51 words (21%), semi fixed expression with 38 words (16%) and the lowest was fixed expression with 7 words (3%). from the chart of lexical items frequency above, it can be seen that collocation is the most important part in reading, because every paragraph in the texts consists of some collocations, especially the adj+n part. therefore, it is obvious that it is important to understand this word partnership to comprehend the reading text in un. 19 14 7 0 5 10 15 20 sentence head discourse markers sequencers types of semi-fixed polywords, 51 collocation, 145 fixed expression, 7 semi fixed expression, 37 0 20 40 60 80 100 120 140 160 polywords collocation fixed expression semi fixed expression andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|48 the extent of vocabularies in english un 2015 text that covered 1000-3000 new general service list and new academic words list. based on theory of hsu (2009) in order to pass the senior high school examination the students had to master vocabulary size of at least 2000 3000 words. in this part, the writer showed the results of total number of words appeared in 3000 vocabulary list in un 2015 reading texts for senior high school using charles and browne (2013) 3000 level vocabulary lists as its parameter. the chart were presented below: chart 6: the extent of vocabularies in english un 2015 reading texts covered ngsl and nawl based on the table and chart above, the results showed that the most dominant words appearing in the texts fall into the 1000 ngsl comprising 826 words (68%), followed by 2000 ngsl with 152 words (13%), then >3000 ngsl with 145 words, 3000 ngsl with 64 words (5%) and the last nawl with 25 words (2%). from the chart above it can be seen that the english un 2015 reading texts for senior high schools contained of 1067 words or 88% in the vocabulary extent of 1000 ngsl to 3000 ngsl and nawl level. however, it would be better if the teacher and students also study the vocabulary beyond 3000 level because the percentage of vocabulary >3000 level occupied the thirdrank dominant words in the un texts. 1000 ngsl, 826 2000 ngsl, 152 3000 ngsl, 64 >3000 ngsl, 140 nawl, 25 0 100 200 300 400 500 600 700 800 900 sales 49 | english franca, vol. 4, no. 1, 2020 discussions based on the analysis above, the writer discussed three points. first, the writer talked about the types of lexical items encountered in the reading text. second, the frequency of each lexical items in the reading text and the last, the extent of vocabularies in english un 2015 text that covered ngsl and nawl. in the category of the lexical item, there were four types of lexical items were encountered in un 2015 reading text. they were polywords, collocation, fixed expression, and semi-fixed expression. the results showed that most of the words encountered in the texts were collocation and polywords. however, in several texts, there were no fixed expressions and only some semi-fixed expressions identified. since the most text contained of collocation and polywords, it can be concluded that students should be a concern and study more about collocation. this result also supported by rao (2018) who asserted that collocations were very significant part of knowledge of second language acquisition and they were essential to non-native speaker of english. as non-native speaker of english indonesian’s students should recognize collocation and its word partnership because it was significant to understand the un reading text not only content of the vocabulary words which can stand alone but also the group of words which make a building blocks of sentences and text such as collocation and polywords. rao (2018) also added in his study that both teacher and student should pay more attention to collocations and be aware of its acquisition of a word. this argument is making sense, since some english words and sentences cannot be translated one by one but at least in a phrase to make it meaningful. therefore, learning and reading more about how the lexical items and its types in the reading text are important for both teacher and students to comprehend the reading texts in the un better. next was the frequency of lexical items, in this section, the writer found that in lexical items chart, collocation was the dominant parts of lexical items that were encountered. in this part, the results showed that the dominant parts in collocation subdivision were adj + noun, and the subdivision of polywords that were dominant in this text were phrasal verbs. collocation and polywords build phrases and clauses. phrases and clauses themselves are the second and third grammatical hierarchies afterwords. before a reading text becomes a whole text, the text consists of words, phrases, clauses, and sentences. thus, the students should learn more about collocation and polywords because they build phrases andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|50 and clauses that carry meaning to understand the content contexts within the texts. the last was 1000-3000 vocabulary lists. the finding showed that most of the vocabulary words in english un 2015 reading text were covered in the vocabulary extent of the 1000-3000 vocabulary list by browne and coxhead (2013). the results showed that the un 2015 english reading texts for senior high schools were 88% in the vocabulary extent of 1000 ngsl to 3000 ngsl level. as hsu (2009) stated that to pass the senior high school examination students had to master the vocabulary size of at least 2000 words. besides, hatch (1995) noted that high school students studying english are introduced to 8001,000 english words in a first-year efl class, 1,700-2,000 more in second-year classes, and another 2,500-3,000 in the third year. thus, it can be concluded that to pass the examination students in senior high school have to master at least 1000 3000 words and that theory align the results of this present study which was the un 2015 reading texts in senior high school were extent 88% vocabulary from 1000 ngsl to 3000 ngsl and nawl level. however, it would be better if the teacher and students study the vocabulary beyond 3000 level because the percentage of vocabulary >3000 levels occupy the third rank dominant words in the un text. in the end, the teacher should help the students to find out what kind of vocabulary that they should know to accord their level because senior high school is crucial. senior high school is the gate to the university level, and the candidate students of the university are demanded to know at least 1000-3000 level of vocabulary to pass senior high school successfully before they enter higher education in the university. thus, it's important for teacher to help the students to find out what kind of vocabulary that they should know to accord their standard level. conclusion in conclusion, firstly, the study revealed that there were four lexical items encountered in un 2015 reading texts. among those four, the reading texts were dominated by collocation and polywords, rather than fixed expressions and semi-fixed expressions. therefore, students should be aware and pay more attention on learning collocation and polywords to comprehend the reading texts in the un better. secondly, the frequency of lexical items in this study was dominated by collocations. hence, collocation is the most important element in reading text. as every paragraph in the texts mostly contain collocations, this 51 | english franca, vol. 4, no. 1, 2020 could be the evidence that shows this word partnership is important to be mastered in comprehending the un reading texts. thirdly, there were 1067 words (88%) in the un reading text were covered of coverage level of 1000 to 3000 new general service lists and new academic words lists level by browne and coxhead. as hsu (2009) and hatch (1995) theories state that to pass the exam successfully students in senior high schools have to master at least 1000-3000 words, that theory accords with the results of this present study in which the un 2015 reading texts in senior high schools covered 88% vocabulary from 1000 ngsl to 3000 ngsl and nawl level. suggestions there are several aspects that the writer wants to suggest. to understand a text as a whole, it would be easier if the students learn how to comprehend the group of words in grasping the content meaning within the texts by guessing from the context, rather than by translating the words one by one. unfortunately, learning collocations seems not take into account by some teachers especially non-native teacher in non-english speaking country such as indonesia. as they just focus on surface meaning vocabulary itself without break down how complex the vocabulary it could be if they do not translate it in a correct way. accordingly, the teacher should teach the students collocation and other word partnerships or word combinations, to assist students in comprehending the english sentences better and more meaningful in the future. the students’ lack of vocabulary and vocabulary mastery can be fixed and enriched by asking them to read more, not only textbooks but also authentic materials such as english magazines, newspaper, and novels; and try to use the new vocabularies in their daily conversations so that the vocabularies stay on their long-term memory. references bowey, j. a. (2005). predicting individual differences in learning to read. the science of reading: a handbook, 155-172. browne, c., culligan, b., & phillips, j. (2013). the new general service list: a core vocabulary for efl students and teachers. jalt’s the language teacher, 34(7), 13-15. andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|52 cobb, t. (2007). computing the vocabulary demands of l2 reading. language learning & technology, 11(3), 38-63. coxhead, a. (2000). a new academic word list. tesol quarterly, 34(2), 213-238. cunningham, j. w. (2001). the national reading panel report. reading research quarterly, 36(3), 326-335. fromkin, v., & rodman, r. hyams,(2007). an introduction to language, 8th ed. boston: thomson wadsworth. hatch, e., & brown, c. (1995). vocabulary, semantics, and language education. cambridge university press, 40 west 20th street, new york, ny 10011-4211 (hardback: isbn-0-521-47409-4; paperback: isbn-0-521-47942-8).. hsu, w. (2009). college english textbooks for general purposes: a corpus-based analysis of lexical coverage. electronic journal of foreign language teaching, 6(1), 42-62. lado, r. (1961). language testing: the construction and use of foreign language tests. a teacher's book. lakshmi, m. (2012). teaching lexis through comics: an exploratory study. journal of engineering, 2(9), 50-54. laufer, b. (1989). what percentage of text-lexis is essential for comprehension. special language: from humans thinking to thinking machines, 316323. lewis, m. (1997). pedagogical implications of the lexical approach. second language vocabulary acquisition: a rationale for pedagogy, 255-270. lewis, m. (1993). the lexical approach (vol. 1, p. 993). hove: language teaching publications. lewis, m. (2000) teaching collocation: further developments in the lexical approach. london: language teaching publications. mccarthy, m. j. (1984). a new look at vocabulary in efl. applied linguistics, 5(1), 12-22. meara, p. (1980). vocabulary acquisition: a neglected aspect of language learning. language teaching, 13(3-4), 221-246. 53 | english franca, vol. 4, no. 1, 2020 nation, i. s. p. (2012, august). measuring vocabulary size in an uncommonly taught language. in international conference on language proficiency testing in the less commonly taught languages (pp. 17-18). nunan, d. (2003). practical english language teaching. new york: mcgraw hill/contemporary. putri, dara puspa s. (2014). the vocabulary profile of un (ujian nasional) of junior high school. (thesis).jakarta. universitas negeri jakarta. rao, v. c. s. (2018). the importance of collocations in teaching of vocabulary. journal for research scholars and professionals of english language teaching, 7(2), 1-9. wu, h. y., & hu, p. (2007). major factors influencing reading comprehension: a factor analysis approach. sino-us english teaching, 4(9), 14-18. site and website permendikbud no 19 (2005)[online] retrieved from https://kemenag.go.id/file/dokumen/pp1905.pdf (march 7, 2016). cobb, t. (2008). web vocabprofiler (version 2.6)[computer software]. accessed 06/17/2016 from http://www. lextutor. ca/vp. https://kemenag.go.id/file/dokumen/pp1905.pdf english franca : academic journal of english language and education vol. 4, no. 1, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 english franca : academic journal of english language and education vol. 5, no 1, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: http://dx.doi.org/10.29240/ef.v5i1.2040, page 111-130 argument strategies and linguistic realizations of the discussion sections in local, national, and international journal articles in english education by indonesian authors: how do they differ and/or resemble? safnil arsyad university of bengkulu in bengkulu, indonesia safnil@unib.ac.id vira widiarti university of bengkulu in bengkulu, indonesia virawidiarti.95@gmail.com mega fitri wulandari university of bengkulu in bengkulu, indonesia wulandarimegafirti@gmail.com abstract the quality of argument in the discussion section determines the quality of a journal article because in this section authors must argue convincingly so that readers may accept and use their new knowledge claim. this study aims to determine the differences in argument strategies and linguistic realizations in the discussion sections of unaccredited local, accredited national, and reputable international journals in english by indonesian writers in the field of language teaching. the research method used was descriptive qualitative and quantitative research methods (mixed-method) in analyzing differences in argument styles and linguistic features of the discussion sections of the journal articles. sixty articles were analyzed using the genre-based text analysis method following swales (1990) and dudley evan (1994). the results show that the argument strategies of articles in local, national, and international journals have important differences. the http://dx.doi.org/10.29240/ef.v5i1 mailto:safnil@unib.ac.id mailto:virawidiarti.95@gmail.com mailto:wulandarimegafirti@gmail.com 112 | english franca, vol.5, no.1, 2021 main differences are the discussion sections in the international journals are much longer in word count and use much more references than the local and national journals do. also, unlike international journal articles, the majority of local journals use an incomplete argument strategy while national journal articles use a semicomplete argument strategy. yet another difference is that international journal authors tend to use nonintegral citations more frequently while local and national journal authors prefer using integral citation types. the similarity among the three journal articles is that the majority of the authors tend to use present tense and past tense in their discussion section rather than present perfect tense and future tense. keywords: argument strategy, research article, comparative rhetorical study introduction the directorate-general for higher education of the ministry of education and culture invites indonesian scholars, graduate students, and lecturers to publish invalidated national journals and well-known foreign journals. in all fields of discipline. however, the data shows that indonesian academic publications especially in international journals are mostly carried out by researchers in the fields of science, technology, health, and medicine (kemristekdikti, 2016). this means that most articles from indonesian academics in the field of social sciences and humanities are also found deficient in terms of content requirements for international journal publications. the same condition is encountered by postgraduate students in indonesia, particularly in the fields of social sciences and humanities; the majority of them are unable to produce quality scientific articles from their thesis and dissertation to be published in nationally accredited and international reputable journals, so they are forced to only publish their articles in local journals or journals organized by their study program or institution. likewise, there are very few doctoral students who can publish in reputable international journals. this situation indicates the weakness of postgraduate students' ability to carry out research and write journal articles that are worthy of being published in nationally accredited journals or authoritative international journals. safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 113 the journal paper is one of the analytical works published based on the findings of the study and the results of thoughts or literature review (gufron, 2014). the choice of words or diction is the result of efforts to select certain words to be used in making sentences, paragraphs, or discourse. according to oktavianti et al (2020), using a variety of vocabulary will make a piece of writing more entertaining to read and less repetitive. thus, the choice of diction in writing articles is very important to express the intent of the researcher. diction errors are often referred to as language errors (mulyadi, 2017). language errors in the process of acquisition and learning are processes that affect language learning. journal articles have a structure of an abstract, introduction, methodology, results and debates, and assumptions. the results and discussion section is one of the most critical sections because, in this section, the author must persuade readers that the conclusions of the study have added to the advancement of expertise in the literature. in addition, researchers need to summarise, discuss and interpret the findings of their studies and comment on any point raised in the research question or hypothesis (thyer, 2008). for this purpose, the researcher must write the discussion section in an argumentative style that requires supporting references. in the discussion, section authors must answer the research questions and show what the findings are, what they mean, what is the interpretation of the findings viewed from the established theory of knowledge in the field. the argument style in the discussion section, according to swales (2004) can have up to eight movements or a series of sentences with a simple communicative intent for readers. the eight moves will support the strength of the arguments crafted by the author so that readers are willing to accept their research findings. therefore, the quality of the discussion section greatly determines the quality of the article itself and whether or not the article can be accepted for publication by the journal. for this purpose, the writer must write this section carefully following the appropriate style and linguistic characteristics as up to eight movements or a series of sentences with a simple communicative intent. the rationale for this study research on the rhetorical structure and linguistic features of the topic section of the journal papers written by indonesian writers is discussed by several researchers such as arsyad and arono (2014), 114 | english franca, vol.5, no.1, 2021 mirahayuni (2014), yanita (2016), and muhtadin (2017). these studies focus on descriptions of rhetorical patterns and linguistic features of articles without comparing articles of different quality journals (local, national and international), whereas comparative research is needed as a comprehensive justification for rhetorical patterns and linguistic features (connor et al., 2008). to the author's knowledge, there has been no comparative research on the style of argument and linguistic characteristics of the discussion section of articles published in journals with different levels of qualities. also, previous studies focused only on the use of rhetorical gestures in the debate pages, and none of the studies examined what writers mention about their study results to reassure readers that their findings are significant and interesting. this is the main motivation for conducting this research; that is to see the differences and similarities in argument strategies and linguistic features of english-language journal articles in the field of english education or applied linguistics among articles published in the state, national, and foreign journals written by indonesian writers. therefore, this study was undertaken to address the following questions. 1. how is the argument strategy in the discussion section of three groups of journal articles in the field of english education written by indonesian authors? 2. how is the citation pattern in the discussion section of three groups of journal articles in the field of english education written by indonesian authors? and 3. how is the use of tenses in the discussion section of the three groups of journal articles in the field of english education written by indonesian authors? and theoretical framework swales (1990) indicates that there are eight movements in the topic section of an article namely, context information, declaration of findings, (un)expected outcome, relation to previous studies, clarification, exemplification, deduction, and conclusion, and suggestion. swales suggests that move-1 contains research background; move-2 contains research results; move-3 contains research findings that match/do not match assumptions; move-4 contains references to the literature; move-5 contains descriptions of research findings; move-6 contains illustrations of research findings; move-7 contains conclusions, safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 115 and move-8 contains recommendations. however, the quality of the discussion section is determined not only by the presence of the eight moves but also by the quality of the argument in the moves. also, dudley-evans (1994) proposes nine moves in the article's discussion section; these are knowledge transfer, declaration of findings, finding, (un)expected outcome, relation to previous study, clarification, argument, constraint, and suggestion. however, as dudley evans maintains, of the nine moves, only two moves are most important, namely statements about research results or observations (move-2) that are then related to previous applicable study results and linked to previous relevant research findings (move-4). while somewhat different, the two versions of the move structure proposed by swales (1990) and dudley-evans (1994) are identical in terms of essential move sequences, namely the declaration of research findings (move-2) which is then related to references or previous specific research findings (move 4). these two moves are relevant since they are part of the conversation are a place for authors to use the relevant information available on a research topic to explain and convince readers how their research findings contribute to the available information or knowledge about a particular research topic (branson, 2004). thus, in this results and discussion section, the author seeks to convince readers that their research result has a meaningful and important contribution to other researchers or academics involved in the same field of study. in her analysis on the discussion section of the indonesian student thesis written by indonesian writers, wardhana (2016) found that while there are eight moves in the discussion section of the research paper, about 67% of the writers in her study wrote their discussion section using just 3 moves. this is in line with that of swales (1990) who proposed that the discussion section of research journal articles can have up to eight moves (moves) or text segments that have clear communicative goals for readers. however, as swales went on, out of the eight moves, only 3 moves are most often found in research articles in english. similarly, arsyad and wardhana (2014) also say that the most dominant moves used in the discussion section of the indonesian study papers are move-1, move-2, and move-5. irawati (2017) and irawati et al. (2018) looked at the rhetorical pattern of debate in the english and indonesian research papers written 116 | english franca, vol.5, no.1, 2021 by indonesian writers. in language and english education. irawati found that the rhetorical pattern of the discussion section written in english has 5 moves and the discussion section in indonesian has 6 moves. so, between the two rhetorical patterns, there is one difference, namely moves 6 (exemplification). however, irawati did not discuss what the difference means and why it happens. another important linguistic feature in an academic text is the use of verb tense and aspect (chen, 2009). according to swales and feak (2009), tense is the chosen verb form based on the timing of an event or action, and aspect is the preference of sentence forms to signify whether or not an operation or event has been completed. three possible verb tenses can be commonly used in an academic text namely: past tense (referring to a particular study), present perfect tense (referring to the field of investigation), and present tense (a reference to generally accepted knowledge of the field). however, as feak and swales say, the tense option often depends on the use of verbs, particularly when it comes to the work of others; the verbs 'argue, propose, say, or retain' appear to be used for present tense; the verbs 'find, locate, show' tend to imply past tense. when citing other people’s works, two types of citations: integral and nonintegral types can be used(feak& swales,2012). hyland (1999) it was observed that the use of non-integral citation was much more common than the use of integral citation in biology, physics, electronic engineering, and philosophy journal articles, except in philosophy in which the integral form of citation was more commonly used. similarly, yeh (2010) observed that the usage of non-integral citation was more prevalent than the use of non-integral citation than integral quotation in the area of teaching english as a second language. according to cronin, quoted in swales & feak (2012), this is possible because 'material counts more than interactions' (p. 340). another explanation, according to swales and feak, is that the key aim of referencing the work of others is to show all information taken from references related to the current work to support the claims made by the authors. in their study on applied chemistry articles, nunn et al. (2012) also found that both quotes were made are in the form of non-integral citations. nun et al., suggest that by using a nonintegral type of citation authors can show their neutral position towards the idea found in the cited works and if they want to show their distant position toward the safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 117 information, they use integral citations. in a study on multidiscipline research articles (chemistry, engineering and technology, tropical biology and ict analysis and implementation, arsyad and adila (2018) observed that the use of non-integral citations is far more dominant than the use of integral citations in all four different journals. according to arsyad and adila, this is because the scholars tend to keep their attention on the work that has been done in the field rather than on the authors. research methodology this study was carried out in conjunction with the creswell (2009) model. the research methodology used to investigate the rhetorical structure and linguistic features of the discussion section was a checklist comprising the techniques, forms, and tenses of arguments that can be found in the discussion section (see appendix). the rhetorical style, according to swales (1990 & 2004), in a text is characterized by the use of keywords or interpreted from the understanding of the text. data for this research were taken from articles published in purposefully chosen research journals in english published in an unaccredited local journal (edu-ling), an accredited national journal (joall), and a reputable international journal indonesian journal of applied linguistics (ijal). journal articles included in the corpus of this research was taken from the publication of the last five years to ensure the latest characteristics of the papers written in the three journals. twenty papers have been taken randomly from each of the three journals with a total of 60 articles. the characteristics of the articles in the three different journals are presented in the following table. table 1: the distribution of articles included in this study no. journal category number of articles the average length of discussion in words the average number of references cited in the discussion 1. eduling local journal 20 1736 5 118 | english franca, vol.5, no.1, 2021 2. joall national journal 20 1145 3 3. ijal international journal 20 3109 18 table 1 shows that ijal articles have the longest discussion section in terms of the number of words and joall articles have the shortest one. ijal authors also cited the most references in their discussion and joalland edu-ling authors cited much fewer references. this may indicate that the discussion in ijal articles is much better than those in joall and edu-ling articles; this is because, in the discussion section, authors must convince readers how their research findings contribute to the available information or knowledge in the literature and this needs sufficient rhetorical works. also, the most effective way to be convincing in academic writing is by using relevant references to support the author's claims (parkinson, 2011). similarly, authors must argue convincingly because of the significance of their research conclusions, so that readers can consider and include them in their research (dobakhti, 2013). loan and pramoolsook (2015) suggest that journal readers will not accept the findings of a piece of research if the authors’ argument is weak and not convincing. data analysis was carried out using a genre-based text analysis approach; a genre-based analysis technique focused on analyzing the communicative objectives of the text or parts of the text. in this text analysis, we looked at which communicative units or gestures occur in the topic of the paper. following safnil (2001), the communicative unit or movement in the discussion is described as a clause or a set of clauses that show a strong indication of having a particular communicative intent that can be established and characterized by linguistic characteristics or can be inferred from the information contained in the document. communicative units or moves together in a given text construct a communicative target important to the rhetoric of the text. the data review protocols followed the following steps: 1) reading the results and discussion parts to define the latest moves following the swales 8 moves model (1990 & 2004); 2) reading each existing move to see the steps that may exist in each move following the swales model; 3) reading the discussion section of each article on the description of linguistic characteristics, such as integral and non-integral quotation safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 119 patterns, tense in the citation; 4) observing the data that has been collected about the style of argument and linguistic features of the three groups of articles to see the differences and similarities between the three groups of articles. the first analysis was on the argument strategy found in the discussion sections of the articles. for this study the possible strategies were classified into 5 following arsyad (2020): strategy 1 (interpreting the research findings/results), strategy 2 (explaining/developing study findings/results), strategy 3 (suggesting potential explanations of research findings/results), strategy 4 (giving an example of research findings/results) and strategy 5 (relating research findings/results to those in previous related studies). the second analysis was on the citation styles (integral or nonintegral) found in the discussion of the articles following swales (1990). the final analysis was on the use of tenses (present tense, past tense, present perfect tense, and future tense) of sentences or clauses in the discussion section. the final stage of the data analysis procedure was validating the analysis results of the argument strategy and linguistic features of the articles included in the corpus of this study. the results of the researcher and validator analysis were compared and the difference was calculated using cohen's кappa coefficient analysis following brown (1996). then, following kanoksilapathan (2005), if cohen's kappa score is less than 0.40 then it was deemed to be bad or 'weak,' between 0.40– 0.59 appropriate or 'average,' between 0.60–0.74 decent or 'good,' and 0.75 or better or 'excellent.' the independent assessor interested in this research was a professor with a graduate degree in english education postgraduate program of education faculty of bengkulu university. next, the independent rater was added and educated on how to recognize potential claim tactics, patterns, and styles of quotes in the papers' discussion pages. two weeks were then given to the process of defining and coding reasoning techniques, tenses, and forms of citations in 12 (20 percent) of randomly selected discussions in the corpus of this report. the inter-rater correlation relationship was then measured and the results indicate an agreement of 87% or an outstanding inter-rater agreement (orwin, 1994). there was just a disparity in the recognition and coding of the claim methods in the study papers although almost there was little variation in the description and coding of the tenses and 120 | english franca, vol.5, no.1, 2021 citation forms. after a few meetings between the researcher and the independent assessor, a full consensus was eventually reached. findings and discussions findings from the research results, it is known that indonesian writers in the field of english education generally use different argument strategies between local, national, and international journals. the complete data on argument strategies in the three groups of articles can be seen in the table below. table 2: argument strategies in the discussion of three groups of articles argument strategies local journal (eduling) national journal (joall) international journal (ijal) strategy 1: interpreting the research findings/results 18 (90%) 20 (100%) 20 (100%) strategy 2: explaining/ elaborating research findings/results 2 (10%) 2 (10%) 20 (100%) strategy 3: suggesting the possible causes of the research findings/results 2 (10% ) 16 (80%) 20 (100%) strategy 4: giving an illustration on the research findings/results 2 (10%) 0 (0%) 12 (60%) strategy 5: relating the research to the findings/results with those in 6 (30%) 14 (70%) 20 (100%) safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 121 previous relevant studies as can be seen in table 2, strategy 1 (interpreting the research finding is used by almost all indonesian authors from the three groups of articles. below is an example of strategy 1 taken from the data for this study. extract 1: strategy 1 based on both views, it can be concluded that a gender-based approach can improve student writing skills, engage students in language awareness and background knowledge. (edu-ling-3) table 2 also shows that strategy 2 (explaining/elaborating research findings/results) and strategy 4 (giving an example of study findings/results) is used only by the majority of ijal writers and not by joall and edu-ling authors. examples of strategies 2 and 4 taken from the data in this study are given below. extract 2: strategy 2 technical perspectives involve the students' learning activities and learning strategies which make them autonomous learners. regarding the technical perspectives, the finding confirmed that the students did not indicate that they were autonomous learners technically. it means from all the learning activities and strategies which categorized them as autonomous learners, most of the students just did those activities sometimes. it was found that not more than 10% of the respondents indicated doing those activities frequently to improve their english learning. (ijal-2) extract 3: strategy 4 however, when it comes to the learning activities which are integrated to the technology such as listening to english songs, watching english movies, and watching english tv programs and youtube channel, there were more than 50% of the students who often did those learning strategies. it indicates that the students tended to have the learning strategies which allowed them to observe the authentic materials and it was also integrated with the 122 | english franca, vol.5, no.1, 2021 technology. it is in line with lamb's (2013) research result that in indonesia, which the teaching and learning process depends on the textbooks, assessments and the professionalism of their class teacher, globalization and its technologies are having the effect of increasing the desire for english among young people and providing the innovative means of accessing it. (ijal-2) it can also be seen in table 2 that strategy 3 (suggesting the possible causes of the research findings/results) and strategy 5 (relating the research to the findings/results with those in previous relevant studies) are used by the majority of joall and ijal authors but not by eduling authors. below are given examples of strategy 3 and strategy 5 taken from the data of this study. extract 4: strategy 3 based on the result of this study, the use of listening logs through wa succeeds to improve significantly students' listening comprehension. this is since it lets the students effectively get more information from listening materials since it could be practiced outside the classroom. (joall-1) extract 5: strategy 5 this result was similar to the research finding of wang (2013) who investigated the genre-based approach in writing and the results of the study indicated that learners did writing better when they were made aware of the structure and providing models seem to increase the salience of the communicative moves considered by the learners for inclusion in their texts. the results are also similar to the research finding of belmekki&sekkal (2018) who found that there was an effect of the process-genre approach on the language choice of esp students' writing achievement. (joall-9) safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 123 discussions in general, almost all ijal authors use the five strategies while very few edu-ling authors use strategies 2, 3, 4, and 5. it implies that all strategies are obligatory for ijal authors while only one strategy (strategy 1) is obligatory for edu-ling authors while strategy 3 and 5 are considered conventional for joall authors. this is probably because, unlike international journal authors, local and national journal authors in indonesia in the data of this study are not aware of the importance of the five argument strategies in the topic section of the article in the journal. according to hagin(2009) and hess(2004), the authors are expected to interpret and expand on their observations in their discussions and this section must be convincingly argumentative and one way to achieve this is via using references to support the author's claim on their findings (arsyad, 2020). similarly, dudley-evans (1994 and swales, 1990) suggest that authors should address and endorse their current knowledge statements through description, analysis, illustration, and inference, which also include quotes from other authors. the second analysis is on the citation style (integral and nonintegral) used in the discussion section of the three groups of articles (local, national, and international journals). the analysis results are given in the following table. table 3. the citation style in the three groups of articles journal integral citation non-integral citation total local journal (eduling) 42 (88%) 6 (12%) 48 (100%) national journal (joall) 24 (96%) 1 (4%) 25 (100%) international journal (ijal) 70 (38%) 113 (62%) 183 (100%) table 3 shows that ijal authors use citations far more frequently than edu-ling and joall authors in the discussion section of their journal article and the majority of their citations use an integral format. below is given an example of an integral citation taken from the data of this study. 124 | english franca, vol.5, no.1, 2021 extract 6: integral citation similar to aykac, jain (2015) also describes mind mapping is as a diagram visualizing the information using various colors, pictures, or words. (edu-ling-10) table 3 also shows that the majority of citations in edu-ling and joall articles use a nonintegral format. below is given an example of a nonintegral citation. extract 7: nonintegral citation this perhaps indicates that the students, irrespective of linguistic proficiency, are not interested in getting too familiar with the readers by using personal asides which may cause serious consequences to them (shahriari&shadloo, 2019). (ijal-1) the data of this study show that international journal authors (ijal authors) are much more superior compared to national and local journal (joall and edu-ling) authors in terms of the number and types of citations used in their discussion. this may imply that for international journal authors citations have effective power in an argument. according to arsyad et al. (2018), writers ought to reassure readers that their paper is an essential piece of scholarly work that can be read and that can be achieved successfully by quoting the related literature. it is also interesting to notice in table 3 that ijalauthors use nonintegral citation more frequently than integral citation (113 or 62% versus 70 or 38%) while authors of joall and edu-ling dominantly use integral citation style. the integral type of quote is used when the authors believe that the author is more important than the information contained in the reference, while the non-integral quotation is used when the authors consider that the information contained in the reference is more important than the authors of the reference (hyland 1999, swales &feak 2012). the dominant use of nonintegral citation in ijal articles is in line with the finding of hyland (1999) and yeh (2010) who also found that international authors prefer using nonintegral citation type than the integral one since the key purpose of quoting a citation is to present to readers the conclusions of other scholars that have already been written, rather than to show respect to the authors. in safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 125 other words, ijal authors have already reflected the common practice of the tendency to use nonintegral citation format in their journal articles. the final analysis in this study is on the use of tenses (present tense, past tense, present perfect tense, and future tense) in the discussion section of the three groups of journal articles and the results are displayed in the following table. table 4. the use of tenses in the discussion section of the journal articles no journals tenses total present tense past tense present perfect tense future tense 1 local journal 302 (61.38%) 177 (35.97%) 8 (1.62%) 5 (1.02%) 492 (100% ) 2 national journal 77 (27.5%) 194(62.2 8%) 6 (2.14%) 3 (1.07%) 280 (100% ) 3 internat ional journal 595 (57.21%) 417 (40.09%) 15 (1.44%) 13 (1.24%) 1040 100%) table 4 shows that the majority of authors in the three groups of articles use present tense and past tense in their discussions while only a small number of them use present perfect tense and future tense. below are examples of the four tenses taken from the data of this study. extract 8: present tense the teachers give an example of a text to students and the text will discuss together components of a text. this activity can help students to know the social purpose, the target audience, text structure, and language features. (edu-ling 03). extract 9: past tense they reported high scores on the external regulation which belongs to a more controlled type of motivation in addition to the autonomous types of motivation. (ijal-05). 126 | english franca, vol.5, no.1, 2021 extract 10: present perfect tense in addition, mentors’ explanation on good ways of communicating has helped student-teachers to develop reinforcement skills, such as the ability to praise students’ work during the internship program. reinforcement skills are indeed important in the instructional process. (ijal-08). extract 11: future tense moreover, having activities in their groups will allow learners to have cooperation and interaction between the students. (ijal-02). wang and tu (2014) claim that there are different tendencies of tense usage in the different sections of an academic article due to their specific functions. for example, according to swales and feak (2012), the present tense is frequently found in the presentation and topic areas, while the past tense is usually used in the process section. however, according to feak and swales (2009), the distinction between these times is not too obvious; writers can move from one type to another for a specific reason. the transition from past tense to present perfect tense, and then present tense, or imply that the research results they quote are closer to the authors' research in different ways, such as closer to the author's view, closer to the subject or research findings of the author, or closer to the hypothesis or information that has been widely agreed. the findings of this study seem to reflect this view where the authors prefer using present tense and past tense in their discussion section where they state, elaborate, and illustrate their findings and cite references to convince readers that their findings are important. conclusion from the results and discussion, it can be concluded that in general, the discussion section of ijal articles is far superior to edu-ling and joall articles in terms of the number of words, references, the use of argument strategies, and the type of citation. it shows that ijal article authors have complied with the academic writing conventions for the discussion section of international journal articles. on the other hand, edu-ling and joall articles may have represented the writing style safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 127 convention used in the indonesian academic writing context especially in writing the discussion section of a journal article. references arsyad, s. & d.c.e.wardhana (2014). introduction in indonesian social science and humanities research article: how indonesian justify their research project, linguistik indonesia, 32 (2),149163.http://ojs.linguistik-indonesia.org/ index.php/linguistik_indonesia/ article/view/23/22 arsyad and arono (2014) memahami dan menulis abstrak artikel jurnal: pedoman praktis bagi mahasiswa dan dosen, jakarta: halaman moeka arsyad, s., & adila, d. 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(2014) tenses use and move analysis in journal article abstracts, taiwan journal of tesol, 11(1), 3-29. https://files.eric.ed.gov/fulltext/ej1078991.pdf english franca : academic journal of english language and education vol. 5, no 1, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: http://dx.doi.org/10.29240/ef.v5i1.2059, page 149-166 ict and learning attitude towards students’ academic paragraph writing in college level rita hayati universitas sriwijaya ritahayati@fkip.unsri.ac.id hesti w. anggraini universitas sriwijaya hwanggraini@fkip.unsri.ac.id hariswan p. jaya universitas sriwijaya hariswan@fkip.unsri.ac.id abstract the use of technology has been growing rapidly in the recent years. technology applies to support the success of language learning, for example, providing web-based learning, mobile-based learning, educational videos, stimulation, online learning platforms, and many more. learning attitude also determines to achieve the language learning goals. then, the complexity of english writing causes the students’ denial to take english writing class. this study aimed at finding out whether there was significant correlation among ict writing. seventy-one students of english education study program got involved in this correlational study. the data were gained from primary and secondary sources; those are a 15-item ict use questionnaire, a 20-item learning attitude questionnaire and documentation of students’ writing. the findings reported that there was significant correlation among the three variables statistically since the significant value was 0.006 (< 0.05). the value of adjusted r2 was 0.114 which means ict use and learning attitude contributed 11.4 % to the students’ english academic paragraph writing. key words: ict, learning attitude, academic paragraph writing mailto:hwanggraini@fkip.unsri.ac.id 150 | english franca, vol.5, no.1, 2021 introduction the use of ict in the 21st century has increased rapidly in order to help students learn more effectively and help teachers to finish the tasks more efficiently (selwyn, 2003). more importantly, ict is a powerful tool in presenting or representing information in various ways. ict includes computers, the internet, and any electronic device which functions as telecommunication and information equipment. in these years, an internet plays its best to increase efficiency and effectiveness in all levels of education and enhance the transformation of education for the better (tinio, 2002; unesco, 2002). in addition, dudeney (2000) stated that the potential benefits of using ict as a means of developing english language skills has received much attention. ict also has the potential to be a means of communication that requires collaboration. ict facilitates various forms of online conferences and virtual discussion that most helps teachers do online evaluation. technology is being used in the 21st century, where teaching and learning takes place, and when education has to be developed with some various teaching strategies. it is a key component of a sophisticated classroom; however, there will be no meaning in the teaching and learning process if teachers and students do not apply it. teacher must know to operate ict in teaching and learning process. there are many way to improver their ability in using ict such as following ict training (apriani, etl.al, 2021). this means that technology is not feasible if left untouched and used by teachers and students. it is a cyclical process in which they are constantly being dynamic to shift and change from time to time (inderawati, 2017). in educational settings, there are two different ways for learners to have access to technology: learn from technology and learn with technology (reeves, 1998, cited in inderawati, 2017). therefore, both teachers and students can utilize the internet like using social media to be applied in teaching and learning process. in addition, başal & aytan (2014, cited in indrawati, 2017) argue that rapid advances in ict in recent years have resulted in extensive searches for possible uses of ict in education settings. ict is not also improve students’achievement (apriani and hidayah, 2019; apriani, 2017) but also students’ character (apriani, 2016; apriani, et.al.; apriani, et.al, 2019). many educators around the world, including english teachers, are now taking innovative steps to integrate technology into their teaching environment. in rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 151 language teaching, language teachers have various options for integrating technology into their classroom. in line with this, some previous researchers have investigated the important roles of technology in learning english (inderawati, 2011; fajri, inderawati, mirizon, 2015; inderawati, petrus, & jaya, 2019). in particular, technology-based teaching and learning offers various interesting ways including educational videos, stimulation, data storage, use of databases, mind mapping, guided discovery, brainstorming, music, and the world wide web (www) which will make the learning process even more satisfying and meaningful (finger & trinidad, 2002). similarly, inderawati, sofendi, purnomo, vianty, & suhendi (2019) had utilized technology for learning supports to the preservice efl teachers’ engagement by showing many things to involve: class management, equipment, application, instructional material, supporting crew, place and instructors’ relation in learning activities. furthermore, according to toomey (2001, p. 3), “this technology can include hardware (e.g computers and other devices); applications and software connectivity (e.g. access to the internet, local network infrastructure, and video conferencing)." thus, the students are not limited to a specific curriculum and assistance will be limited as ict will be aimed to support teachers to creatively plan approaches and lessons that had a big impact which will encourage students to be actively involved in learning. learning attitude is believed to influence behavior such as reading books, writing, and speaking foreign languages. according to kara (2009), learning attitude other than opinions and beliefs has a clear influence on student’s behavior and its impact on their performance. it is said that the students who have positive beliefs about language learning has tendency to promote more positive attitudes towards language learning. in study, if students have a positive attitude towards any subject, they can benefit greatly in many ways in certain fields. other than that, gajalakshmi (2013, p. 1) states that attitudes are determined by individual beliefs about the results or attributes of performing the behavior (behavioral beliefs), weighted by evaluation against the result or attribute. someone who has a firm belief will have a positive attitude. as a result, it gives good impacts on student’s performance. kara (2009) stated that learning attitude had a clear influence on student’s behavior and its consequences on their performance. 152 | english franca, vol.5, no.1, 2021 dehbozorgi (2012, p. 44) in his research on efl students majoring in english translation department in iran found that result mostly participants received high scores for their attitudes. about 90% of them have an attitude positive towards learning english. in learning english, writing is a basic language skill and very important. writing is one of the productive skills that must be mastered by students. writing is the most difficult skill to be mastered by foreign language learners. muslim (2014) says that writing is more complicated and challenging than other language skills. the main reason for this difficulty is the fact that writing is a very complex process that involves creation and organizing ideas and translating them into cohesive text. thus, writing skills are one of the media for communicating with others through writing that students can convey some information, express their ideas, thoughts, feelings and opinions. following these findings, the researchers found a gap to do this research. more in-depth research should be conducted to get a better understanding of the use of ict in line with the students’ learning attitudes in writing class. because the study is needed not only to hear what the students feel, but also to reflect the writing classroom activities. to determine the existence of ict in language learning, the link between the two variables is importantly viewed since it directly creates mutual relationship to the quality of students’ writing. in this case, there are several reasons. first, writing strengthens the grammar structure, idioms, and vocabulary items that have been studied by students. second, when students write, they have the opportunity to develop their knowledge, and they will learn many things, such as rules of the writing itself and the arrangement of words and sentences. third, when students write, they need to use a new language, the utmost effort to express ideas, and constant use of their eyes, hands and brain. one can express ideas and their thoughts in speaking and writing but they need to be mastered to convey the idea. however, the ability of indonesian students to write is still low. according to abas and aziz (2016), most students in indonesia find it difficult to express their ideas in english. in addition, aryanika (2016) stated that several students find it difficult to write, because they do not just have low vocabulary mastery but also low motivation in writing and rarely build their confidence in writing it. it can be assumed that indonesian students' difficulties in writing are related to difficulties in rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 153 expressing ideas, low vocabulary mastery, and low motivation in writing. this matter affects students' writing skills while in college. there are several factors that influence student’s writing difficulties in indonesia. this includes differences in culture, structure, and grammatical terms between indonesian and english. ariyanti (2016) stated that it is quite difficult to master writing, especially for efl students in indonesia. it is caused by the differences between indonesian and english, such as structural and grammatical terms and styles. in addition, other factors that affect students' difficulty in writing are dealing with grammar and vocabulary. efl students must use correct english grammar and vocabulary, apply the writing skills they have learned, and incorporate this knowledge with their previous experience on a given topic while writing. writing achievement is the student's ability to express their knowledge, ideas, thoughts, skills, and feelings in writing ones measured by a writing test. from writing achievement, students will see the improvements in their writing or not. in addition, nunan (1999, p. 271) states that writing is probably the hardest thing to do in language. also, writing is one of the main skills in language learning and is used as a means of transferring the author's knowledge to the people. writing is a skill that requires learning and practice. writing refers not only to written texts but also to the process of thinking, composing, and encoding the language into the text. one of the student's goals is to produce good writing called their writing achievement. moreover, proven with research conducted by aunurrahman, hamid, and emilia (2016) claim that the practice of academic writing is not easy for students. this suggests that to master writing is often a challenge in mastering the english language. the writing achievement referred to in this study is the result of students‘ paragraph writings which are assumed to be good based on the results of interviews with several lecturers teaching these subjects. according to one of the teaching lecturers, he always does reflection at the end of the semester to get feedback from students. results of an interview stated by setyowati & sukmawan (2016) also reveal that although students have moderate attitudes towards writing, they perceive writing as difficult, and stressful. while those with high attitudes, mostly views writing as interesting and challenging. these findings also revealed some efforts students made to improve their 154 | english franca, vol.5, no.1, 2021 writing skills, including writing practice, reading a lot for knowledge and ideas, and use diary writing. this study aims to see the relationship among ict use, learning attitude and students’ academic paragraph writing. the results of this research are expected to be useful for: (1) students, the existence of learning attitude and ict can improve learning achievement; (2) the teacher, contributes to efforts in improving learning outcomes especially in english; and (3) educational institutions as an alternative effort to increase learning quality and teacher competence. theoretical framework the use of information communication and technology several studies reveal that there are factors that influence implementation of ict in the classroom, especially in terms of assessing student’s assignments authentically. according to venkatesh and davis (2000), when teachers are presented with technology in teaching activities, there will be variables that represent the problems faced by the teachers. variables are limited to ict facilities, limited to accessibility, and network connections, lack of effective training and limited time. many studies reveal certain reasons about inadequate access to technology. sicilia (2005) states that a teacher often criticized the difficulty of accessing ict tools. one of the reasons mentioned as "computers must be bespoke and teachers will forget to do so, or they cannot order it for several consecutive periods when they want to work on some project with students"(p. 50). to explain, ict tools will be difficult to access and there will be sufficient time to implement ict-based materials because teachers have to take turns using computers or other ict tools. however, becta (2004) states that a number of plausible factors cause problems to access the technology, such as lack of organizational management, lack of individual access to ict for teachers, and the poor condition of devices and the internet and operating systems. technology assistance and resources in schools need to be managed properly for preventing unexpected obstacles to be experienced. pelgrum (2001) found that one of the dominant barriers to using icts is inadequate technical assistance. likewise, sicilia (2005) too noticed that poor technical support contributed to bottlenecks primary rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 155 for teachers. according to him, "technical obstacles hamper the smooth delivery lessons or the natural flow of classroom activities ”(sicilia, 2005, p. 43). technical bottlenecks can be downgraded to slow website loading, no internet connection, computer obsolete and damaged, malfunctioning printers, and other technological aids. learning attitude the word attitude, which comes from the latin word "aptus" which means conformity or adaptation, means behavior, circumstances and behavior lines. if someone has a good attitude, it will affect his character, his emotions and also his behavior. attitude, of course, will affect students' learning attitude and their achievement. if students learn something, it is better if they have a good and positive attitude. students are expected to have a positive attitude towards learning. when students build a positive attitude toward subject, they enjoy the material and are motivated to do and learn because they do it with pleasure, enjoy, and are interested in the subject. gajalakshmi, (2013, p.1-2) states accordingly, the concept of attitude is divided into three components, namely, behavior, aspects of attitude related to the way a person behaves and reacts in a certain situation. in fact, successful language learning requires learners to identify themselves with native speakers and acquire or adopt various aspects of characterizing behavior in a target language community member. aspects of cognitive involve language learners' beliefs about their received knowledge and understanding them in the language learning process. cognitive attitudes can be classified into four steps linked to the previous and the new knowledge, creating new knowledge, checking for new knowledge, and applying new knowledge in most situations. the second is aspect of emotional. feng and chen (2009) stated that the learning process is an emotional process. it is influenced by various emotional factors. teachers and students are involved in various emotional activities and various emotions are produced. attitudes can help students to express whether they like or dislike the objects or situations around them. it is agreed that the inner feelings and emotions of learners influence their perspectives and attitudes against the target language (choy and troudi, 2006). learning attitude has a big impact on the student’s learning process. according to dehbozorgi (2012, p.42), attitudes can play a very important role in language learning because they can influence the success or failure of students in their learning. moreover, gajalakhsmi 156 | english franca, vol.5, no.1, 2021 (2013) stated that, both a negative and positive attitude has a strong impact on successful language learning. moreover, ajzen (2005) believes that attitudes, such as personality traits, are hypothetical constructs that are inaccessible for direct access and must be inferred from measurable responses. from the statement below, experts try to explain that learning attitude has a strong impact of language learning process. students need to have a good and positive attitude in learning to achieve their success in learning. ideally, students must have a positive attitude towards writing because it can help them to achieve writing achievement better. based on previous research, there is a positive relationship between attitudes and writing skills (hashemian & heidari, 2013). research result also shows that students who have integrative motivation achieve better success in second language academic writing than those who have an instrumental motivation. in addition, graham et al (2007) did study on students to find out their attitudes towards writing and writing achievement. they know that students who have a more positive writing attitude will have better writing achievement than other students. academic paragraph writing writing is the expression of ideas, thoughts, and stories on a sheet of paper. when we write, we put down our thoughts, ideas and feelings; sometimes we put down emotions on it. for some people, writing may be difficult even in their first language. it may be more difficult for them to write in their foreign language or second language. for students, writing may not be their first choice when they take english subjects. several factors influence their writing achievements from internal and external factors. for example, from the internal factor, they have no desire to write happily and for the external factor, it comes from their teacher. that is, if the teacher can handle the class, students can definitely have a high interest and a good attitude in writing. oshima & hogue (2007, p. 15) argue that some people believe that writing cannot be taught because writing includes complex aspects to it. however, these skills can be taught if the teacher knows how to handle it. writing achievement is the student's ability to express their knowledge, ideas, thoughts, skills, and feelings in writing ones measured by a writing test. from writing achievement, students will see an increase in their writing or not. in addition, nunan (1999, p. 271) states that writing is probably the most difficult thing to do in language. oshima and hogue (2007, p.15) argues that writing was an action that requires rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 157 several processes such as thinking, writing, reading, correcting and revising. that is not a simple step because people must be aware that what they are writing is what they want to say or express. previous related studies several previous studies support this research. first, bidin (2009) in his study analyzed the correlation between attitudes and learning outcomes in malaysia. the findings of this study stated that there is a significant relationship between attitudes towards learning english and learning outcomes. phenomenon found that many students in this school have no interest in learning english. hamzah, embi & ismail (2020) conducted a study about the investigation of the impact of technology change in malaysian smart schools on students of islamic education. the study reported that he attitudes of students are very positive towards the current change in smart schools. most of the students use computers weekly or monthly (61%), 12% of them can be categorized as heavy users as they use computer every day. furthermore, mustafa and rashid (2015) found that students' interest in learning english at a certain level affects their learning outcomes. the more positive the student's interest is, the greater the student's motivation to learn english. it was found that strong academic performance confirms a positive mindset, increases persistence, and strengthens strong academic behavior, high student motivation, both extrinsic and extrinsic. at last, it causes high student’s persistence in learning english as a foreign language. research methodology the research used correlational study as seen in the picture as follows: figure 1. research design x1 x2 y 158 | english franca, vol.5, no.1, 2021 notes : x1 = ict use x2 = learning attitude y = academic paragraph writing this research was conducted in english education study program, fkip universitas sriwijaya academic year 2019/2020. the sample of this study was 71 third semester students. the researchers used purposive sampling technique on the basis of the research objectives. for data collection, the researchers distributed two different questionnaires. a 15item ict use questionnaire was used to know the students’ use of ict in academic paragraph writing. the questionnaire consists of eight positive statements and seven negative statements. then, a 20-item learning attitude questionnaire was aimed to know the students’ learning attitude in writing. this questionnaire covers a 4-likert scale statement (strongly disagree, disagree, agree, and strongly agree). it was adapted by podsen (1997). documentation of students’ writing was used as a secondary data source in order to know the students’ writing achievement. to answer the research questions, the researchers conducted correlational study. to find out the significance of the relationship between the two variables, it is calculated by using a statistical test at the significant level of 95 and the largest error rate (α) of 0.05 or 5%. with the following criteria: (1) there is a significant relationship between the independent variable and the dependent variable if ρ-value ≤ α (0.05); and (2) there is no significant relationship between the independent variable and the dependent variable if ρ-value> α (0.05). last, to find out the contribution, multiple regression analysis was applied. findings & discussions findings the result of students’ writing achievement in this study, the researchers used documentation of the writing score to know students’ writing achievement. the documentation was taken from the administration of the english education study program rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 159 fkip unsri. the highest possible score achieved by the students would be 100 and the lowest would be 0. after the researchers took the data and arranged the value, the highest score was “94” and the lowest was “75”. the mean of the data was 85.39 and the standard deviation was 2.925. then, the researchers analyzed the result of paragraph writing score based on the score categories. the categories are a (excellent), b (good), c (enough), d (poor), e (failed). see the following table. 10 | english franca, vol. 4, no. 2, 2020 table 1. category of writing achievement score category number of students percentage (%) 86-100 a (excellent) 45 63.4 71-85 b (good) 26 36.6 56-70 c (enough) 0 0 46-55 d (poor) 0 0 0-45 e (failed) 0 0 total 71 100 based on the table, 45 students (63.4%) were in the excellent category, 26 students (36.6%) they were in the good category, and there were not enough students in the bad and failed category. most of students were in excellent category. in brief, it is understood that students have various results of paragraph writing achievements which indicates that they have different paragraph writing categories. the result of ict use questionnaire the questionnaire of four–point likert scale ranging from “4” to “1” was applied to know students’ frequency of ict usage by using questionnaire. there were 15 items that had been answered by the students in this research. after the researchers gave the questionnaire to the students, the highest score was 60, the low score was 34. the mean of 160 | english franca, vol.5, no.1, 2021 this data was 51.87 and standard deviation was 8.032. the following table showed the students’ frequency of ict usage. table 2. the score range of ict questionnaire score category number of students percentage (%) 46-60 high 50 70.4 31-45 medium 21 29.6 15-30 low 0 0 total 71 100 based on that table, there were 50 students (70.4%) in high category, there were 21 students (29.6%) in medium category and there were not any student in low category. much of the students were in the highest group. the result of learning attitude questionnaire the questionnaire of four–point likert scale ranging from “4” to “1” was applied to know students’ frequency of learning attitude usage by using questionnaire. there were 20 items that had been answered by the students in this research. after the researchers gave the questionnaire to the students, the highest score was 80, the lowest score was 53. the mean of this data was 71.32 and standard deviation was 6.761. the following table showed the students’ frequency of learning attitude. table 3. the score range of learning attitude questionnaire score category number of students percentage (%) 61-80 high 68 95.8 41-60 medium 3 4.2 rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 161 20-40 low 0 0 total 71 100 based on that table, there were 68 students (95.8%) in high category, there were 3 students (4.2%) in medium category and there were not any student in low category. much of the students were in the highest group. result of the multi regression analysis the most recent result that will be addressed in this research is the association and involvement of ict and learning attitudes towards writing. based on the result, the modified r square was found to be 0.114, which indicates that students' use of ict and learning behaviours contributed 11.4% to their writing achievement. in addition, the significance value of the three variables was 0.006 rather than 0.05. it can be inferred that there is a major link between the use of ict, understanding and writing abilities of the third semester english education program students at universitas sriwijaya. discussions there are several points that can be identified on the basis of the results of the study. second, depending on the mathematical study, the relevant value was 0.006 lower than 0.05, which indicates that there is a significant association between the use of ict, learning mindset and writing success of third semester students of the english education program at sriwijaya university. the findings of the regression study indicate that there is an important contribution between the use of ict, learning mindset, and writing achievement. the result revealed that the modified r square was 0.114, which indicates that students were using ict and learning attitude contributed 11.4 % to their writing achievement. there was a correlation because, in line with that the students feel confident in their ability to express ideas in writing. based on students’ writing achievement, most of the students were in excellent category. there were 45 students (63.4%) who got a. there were 26 students 162 | english franca, vol.5, no.1, 2021 (36.6%) who got b. students already know how to write a good paragraph with that skill. based on students’ responses of their ict questionnaire, there were 50 students (70.4%) in high category. it was proved if students felt helpful by using ict as they could write creatively and better in english as shown by inderawati, sofendi, purnomo, vianty, & suhendi (2019) that ict really supports students to learn due to its facility. not only that, by using ict students could be focused, and also saved their time because it could make students easier to find information faster from everywhere and anytime (inderawati, 2011). according to uhomoibhi (2006), elearning helps students to get knowledge quicker at any time. the result of this association study was consistent with alotumi (2014) who found that facebook engagement helped students compose effectively. his research looked at yemeni efl students' expectations, behaviors and difficulties of incorporating facebook engagement to enhance their writing. last, based on students’ responses about learning attitude, there were 68 students (95.8%) in high category toward learning attitude. moreover, depending on the student's response to the questionnaire on the table, most students did not agree to stop writing in english, but often they became nervous when their writing could be tested. it was because they found writing in english to be an enjoyable task and exempt from being judged, which meant that they wrote what they wanted to write and free of being commented by other readers. they also it acknowledged that writing in english was a lot of fun. students loved writing in english and preferred to write their thoughts in a paper. not just that, students have decided that it would be an enjoyable experience to discuss their writing in english with others on facebook directly through the use of ict as previously emphasized by inderawati, petrus, & jaya (2019). conclusion on the basis of the findings of the above analysis, it can be inferred that the use of ict, learning attitudes and academic paragraph writing by students are closely connected together. the use of ict and learning attitude are viewed as the two factors affecting the students’ success in academic paragraph writing. it implies that other factors give rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 163 contributions to the students’ success. other factors that might affect students’ success in writing are feeling anxious, fear of evaluation, and freedom of writing. here, it is said that most of the students felt an enjoyment of writing, no fear of being scored or commented. the existence of writing as a fun activity does not lower students’ motivation to express their ideas in written communication. moreover, sharing or doing forum group discussion what they are writing on social media create new paradigm that writing is not that boring and complicated. here, the application of ict, to some extent, raise students’ awareness of writing. at the end, it can be reported that ict use and learning attitude contributed positively to the quality of 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(2001). schooling issues digest no 2: information and communication technology for teaching and learning. retrieved from http://www.dest.gov.au/schools/publications/2001/digest/tech dewi warna, et.al: cohesive devices used in argumentative essays |125 english franca : academic journal of english language and education vol. 3, no. 2, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 cohesive devices used in argumentative essays of undergraduate efl students in indonesia dewi warna, beni wijaya, eka sartika, winny agustia riznanda uin raden fatah, palembang, indonesia dewiwarna_uin@radenfatah.ac.id abstract this study analyzed qualitatively the cohesive devices used in argumentative essays of undergraduate efl students in south sumatera, indonesia. eighty essays were collected from eight universities in which ten essays were obtained from each. halliday and hasan (1976) concept of grammatical cohesion was used as the framework for the analysis of the essays. all the cohesive devices were found. reference had the highest frequency which is 50.24% of the total cohesive devices followed by conjuction which is 37.34%, lexical cohesion which is 7.7% and ellipsis which is 3.57%. substitution was the least used type of cohesive device which is only 1.15%. in terms of correctness of using the devices, most of the devices were all used properly. it was revealed that there was still few mistakes of using reference and substitution since they both were frequently used in the essays. hence, it can be concluded that the students are more familiar with the use of reference and conjunction even though they are able to use the other devices as well. keywords: cohesive devices, argumentative essay b ack ground in indonesia, teaching and learning english is rapidly developing at all time. english is a foreign language that must be studied, especially, by students. this can be indicated by the presence of english as a compulsory subject in the school curriculum from junior high school to university. language teaching and learning, in this case, english, includes four skills, namely: listening, speaking, reading, and writing. from all of these skills, speaking and writing are defined as active skills or productive skills in which language users must actually produce their own language. both of these skills are forms ofcommunication. according to defazio, jones, tennat, and hook (2010), writing has become a valuable tool in the world of education because writing can involve students in thinking, showing understanding, creating writing products, communicating, and learning. they added that writing skills 126 | english franca, vol. 3, no. 2, 2019 determine success, both during study and after graduation. furthermore, walsh (2010) states, when students do not know how to express themselves in writing, they will not be able to communicate well with professors, superiors, coworkers, or just about other people. during the study, writing is one of the inevitable tasks of a student to do, including writing essays, articles, reports, and research papers. after entering the world of work, most professional communication is done in writing, such as: writing proposals, memos, reports, applications, initial interviews, and electronic mail. hasan (2005, p. 3) reveals several reasons why learners of foreign languages, especially english, must be skilled in writing as well as able to produce proficient and correct scientific/academic writing in english. first, at the end of the study period, students are required to be able to write an undergraduate thesis, thesis or dissertation including scientific articles as one of the requirements to complete their study. second, writing skill in a nonverbal communication among people, and it plays an important role in communication. third, participants can express their argument or their life experience throughwriting. the ability to write in english is quite complicated from the structures and choices of words that are very different from indonesian makes the productivity of the publication of scientific papers in the international journals is still rare. not only itneeds to be focused on people who are able to speak english, but also to those who are involved in all fields other than language major. the involvement of students in the publication of scientific papers is still very little. indonesia is ranked 52ndscimago journal rank in scientific publications, far below neighboring singapore which is ranked 32nd, and malaysia ranked 34th. the students of english education can trigger the increasing of scientific publications in international journals. the potential is open for all the students in every province around indonesia. south sumatra as a province that has a large number of english language education students should aware to this phenomenon. not only writing in english as part of the learning process in finishing the assignment, at the end of the course it is also the requirement for them to be able to complete their study by conducting research and report it in a form academic writing. the importance of writing process that makes students become critical and innovative about the problems that surroundthem. hasan (2005, p. 3) reveals several reasons why learners of foreign languages, especially english, must be skilled in writing as well as able to produce scientific/academic writing based on good and dewi warna, et.al: cohesive devices used in argumentative essays |127 correct english language rules. first, at the end of the study period, students are required to be able to write a thesis, thesis or dissertation including scientific articles as one of the requirements to complete the study. second, writing skills in non-verbal communication with other people is one of the things that plays an important role. third, students can express their arguments or experiences of life through writing. according to brown (2007,p. 335), in writing students who learn languages must consider several things, including how to conceive ideas, organize them sequentially, and how to use the discourse markers as well as rhetoricin order to produce a coherent text. the lack of concern in the use of conjunction between sentences, as part of cohesive devices, is one of the reasons of the incoherency of the use of the supporting sentences in each paragraph to the main idea which directly affects the relevance between paragraphs. olateju (2006) emphasizes that some errors and discrepancies in the use of cohesive devices in english can directly cause contrast and affect or cause errors in the making of the text. the organization of ideas and language structuresare problems that often encountered in writing english. the cohesion or relevance between sentences is the foundation for the students to write in english. kellog (2008, pp.1-2) explains that learning to write a highly coherent and effective texts is a difficult achievement, since literacy is a cultural achievement that has never been studied at all. irwin (1982) found that experienced readers use cohesion in the text and show the improvement in the use of cohesive devices, on the other hand, it can develop readers' understanding in english. these studies indirectly indicate that cohesion is one of the fundamental characteristics of all types of writing and students who learn english either as their first language or second language have difficulties in using cohesivedevices. according to halliday and hasan (1976), cohesion is defined as "the relation of meaning that exists within text" and “it occurs when the interpretation of some elements in the discourse is dependent on that of another.” they also suggested that there are two general forms of cohesion: anaphora and cataphora. anaphora refers to the presuppositions of some of the elements mentioned earlier, while cataphora refers to the presuppositions of several elements that follow. according to halliday and hasan (1976), there are five main cohesive devices: reference, substitution, ellipse, conjugation, and lexical cohesion. each category is classifiedinto a number of sub-categories. reference use personal reference or pronominal reference, 128 | english franca, vol. 3, no. 2, 2019 demonstrative reference and comparative reference. "replacement of one item with another" is referred to as substitution, while "negligence of an item" is called an ellipse. conjunctive cohesion can exist in and between sentences. lexical cohesion consists of two main types: repetition and collocation. repeated items may be repetitions, synonyms or close synonyms, higher or general words. further halliday and hasan (1976) explained that cohesion in collocation is connecting the lexical items occur together in a range of texts. cohesion is essential because it gives texture to sentences that is coherent to a series of sentences so that it shows how semantic relations are composed of lexical and syntactic features. as a result, the realization of the cohesion function in the text, in this case an essay, will help students of english as a foreign language in producing meaning. cohesion also helps writers and readers in creating a communication (adiantika, 2015). cohesion refers to linguistic features that help making the sequence of sentences into text. it occurs in text through the use of devices that connect all sentences. cohesion is created through grammatical and lexical forms. grammatical cohesion includes reference, substitution, ellipsis, and conjunction while lexical cohesion includes repetition andcollocation. the study of cohesive tools conducted by hasannejad,assadi, kazem, kohgiluyeh, and ahmad (2012) contributes to language learning and specifically contributes to reading skills for understanding. this study helps teachers and students become more active in language learning. this study also enable students to apply their knowledge of cohesive tools not only to reading skills, but also to reading and writing skills in order to become more fluent and accurate speakers and become more successful writers and readers. teaching cohesive tools as text elements can help students in english as a foreign language activate their reading comprehension skills. in other words, successful understanding of text is highly dependent on the use of appropriate cohesive devices (hasannejad et al, 2012). therefore, a writer must use a cohesive device to get good writing. in terms of the communicative nature of writing, cohesion is considered an important textual component not only to create organized text, but also to describe content that can be understood by the reader. cohesive tools make a text, including essays, able to maintain consistency and relevance to the entire discourse. cohesive tools are typical linguistic elements in the text used to unite meaningful integrated texts that can be interpreted. cohesion can be achieved dewi warna, et.al: cohesive devices used in argumentative essays |129 throughseveraldomainsofcohesivedevices,suchasreference,ellipsis,subst itution,conjunction, and flexible cohesion (halliday & hasan, 1976). these domains of cohesive devices form text into one to help readers understand the text (adiantika, 2015). the use of cohesive tools in academic writing has attracted the attention of many researchers who try to overcome the problem of lack of cohesion in student writing. alarcon and morales (2001, p. 126) conducted research on grammatical cohesion in student argumentative essays. the study revealed that references are the most frequently used cohesive devices, followed by conjunction and substitution. there are no examples of ellipsis found in the study because according to halliday and hasan (1976) they appear more verbal discourse than written discourse. referring to qualitative analysis, it was found that certain cohesive types help students in the process of argumentation. for example, the use of adversative conjunctions helps them build replies. however, 'but' is the adversative relationship that is most often used by students which might indicate that their knowledge of the use of such cohesive devices is still limited. there are examples of where they can use concessions such as "yet or yet" to make stronger claims. therefore, qualitative analysis supports the concepts of form and function. in student argumentative essays, certain forms are chosen over others for specific purposes that support the overall purpose of the argumentativetext. the study of cohesive tools conducted by hasannejad et.al. (2012) contributes to language learning and specifically contributes to reading skills for understanding. this study helps teachers and students become more active in language learning. this study also helps students be able to apply their knowledge of cohesive tools not only to reading skills, but also to reading and writing skills in order to become more fluent and accurate speakers and become more successful writers and readers. teaching cohesive tools as text elements can help students in english as a foreign language activate their reading comprehension skills. in other words, successful understanding of text is highly dependent on the use of appropriate cohesive devices (hasannejad et al, 2012). essays are writing units commonly used in universities. the organization of ideas in essays requires writers to be able to link information sourced to scientific writing. there are various types of essays written. argumentative essays are the type most often used. the ability to argue is very necessary when writing. in addition, the 130 | english franca, vol. 3, no. 2, 2019 information written must also be supported by scientific sources. the ability to write this essay is very necessary for students to cultivate their critical and in novative thinking. the role of cohesion strongly supports the interrelationship between sentences in the argumentative essays written. this supports the productivity of students in writing scientific papers where the written arguments must be continuous and related. at tertiary level, argumentative essays are a means for students to think and argue critically and logically based on actual facts or knowledge. by writing argumentative essays, students can agree or disagree with an issue or phenomenon using reasons and factual and solid data. the purpose of this essay teaching is to form a critical and logical pattern of student thinking towards phenomena that occur in the community while at the same time training them to be able to scientifically convey their arguments to the phenomenon through writing. in fact, in the kkni curriculum, each english language education study program in indonesia has a special subject for writing argumentative essays, namely an argumentative writing course. however, based on the results of interviews and observations of students in the 6th semester of the 2017/2018 academic year, most students still have not been able to produce coherent essays. in these essays, it is illustrated that students still have difficulty using cohesion features that caused the use of the features are very limited, so the sentences in the texts are less related to eachother. the problems of thestudy based on the background of the research above, research problems are formulated below. a. what are cohesive devices used in argumentative essay writing of english education students in south sumatra? b. how accurate is the use of cohesive devices in the argumentative essay of english education students in south sumatra? the objectives of the study the purpose of this study was to determine the level and the accuracy of the use of cohesive devices in argumentative essay of english education students in south sumatra so that it became a prototype for further research to find the right strategy regarding the use of cohesive tools in writing essays. dewi warna, et.al: cohesive devices used in argumentative essays |131 l ite rature re v ie w cohesion and coherence the textual nature that makes the text connected or coherent is also called cohesion (halliday & hasan, 1976). the various lexical, grammatical, and semantic types contribute to text cohesion, of which are discussed by halliday and hasan (1976) that there are five main categories: references, substitutions, ellipses, conjunctions and lexical cohesion. the reference term shows the relationship between two linguistic expressions. pronominal references (he, they, him, etc.), demonstrative (this, these, that, those, here, there, etc.), and comparative references (another, same, similar, such, so, etc.) are in this category. substitution and ellipsis are ways to avoid repetition of lexical usage. in substitution, one item is replaced by another, such as one (s) in nominal, do (so) or does (so) in a verb, and so on in a clausal substitution. in terms of ellipsis, the items are elided, and include three types: nominal, verbal, and clausal. furthermore, conjunction shows a relationship between the parts of the discourse by connecting it. conjunction can be further classified into four categories: additive (and, furthermore, additionally, too, etc.), adversative (but, rather, yet, on the other hand, etc.), causal (therefore, so, as a result, for this reason, etc.), and temporal (then, next, first, in conclusion, etc.). finally, lexical cohesion refers to bringing cohesive effects through vocabulary selection. there are five subcategories of lexical cohesion: repeating the same words or phrases, using synonyms, using higher terms, using common words, and using lexical items that are likely to occur together, or collocation (halliday & hasan,1976). "cohesion is a common set of meaning relationships between the levels of the text class", (halliday & hasan, 1976, p. 25-26). bamberg states that cohesion "describes a linguistic system that extends through the text and binds to a larger chunk of discourse, besides forming a smaller unit of discourse" (quoted in palmer, 1999, p. 63). hoey described cohesion as "the way certain words or grammatical features of sentences can relate that sentence to its 8 predecessors in a text" (hoey, 1991, p. 3). in addition, markel provides a definition of cohesion because "it increases the random collection of sentences to the status of the text, and in the process gives meaning, insight, and purpose to the sentence". he claimed that "without cohesion, the text can hardly be said to exist at all, because cohesion provides a textual means to begin 132 | english franca, vol. 3, no. 2, 2019 understanding and understanding" (markel, 1984, p. 4).cohesion refers to linguistic features that help make the sequence of sentences into text. it occurs in text through the use of devices that connect all sentences. cohesioncreated through grammatical and lexical forms. grammatical cohesion includes reference, substitution, ellipsis, and conjunction while lexical cohesion includes repetition and collocation. these two types of cohesion help create textures or traits into text. cox et. al. (1990) cited in palmer (1999) states that cohesion is important for readers in constructing the meaning of a text and for writers in making texts that can be easily understood. according to connor (1984), cohesion is defined as the use of an explicit cohesive device that signifies the relationship between the sentence and the text section. cohesion is related to the ways in which the components of the text are connected. in short, this is the relationship between lexical items and a unified structure to make integrated text. campbell (1995) shows that continuity of verbs in the form of time and its aspects is one of the main characteristics of cohesive texts. cohesive device carrell (1982, p. 482) argues that "processing a text is an interactive process between text and previously owned knowledge or memory schemes from listeners or readers". in other words, both the structure and the content of the text and the reader "the process of working on the text must be considered." halliday and hasan distinguish two types of cohesive relationships, namely those expressed through grammar and the other through lexis. the first is called grammatical cohesion, and the connecting bonds in terms of references, ellipsis, and substitution, the latter is called lexical cohesion, and the cohesive features included in this category are reiteration and collocations conjunctive relationships are considered to be in the grammatical and lexical boundaries (halliday & hasan, 1976, p. 6). writing essays the definition of an essay goes beyond the meaning of a dictionary which is only limited to words. usually a word or concept can be defined in only one sentence. but the definition of essay, however, needs to consist of several paragraphs. therefore, this understanding should also be expanded to include examples, details, personal experiences, descriptions, causes, effects, analyzes, etc. above all, the dewi warna, et.al: cohesive devices used in argumentative essays |133 definition of an essay must show a detailed explanation of your own opinions about words or concepts (sparks, 2007). furthermore, essays are pieces of creative and interesting written words that address a particular topic, generally to convince the reader to accept certain points of view, positions, or ways of understanding. an essay is a group of paragraphs that develop one main idea (ruetten& smalley, 1994). therefore, it can be concluded that essay writing is a complex process, which requires writing well at the level of the sentence, paragraph, and level of the organization / discourse. at the sentence level, students must be able to identify and write simple, compound, and complex sentences. in the paragraph, they must be able to identify and write paragraphs including sentence topics and supporting ideas. in organizations, they must learn to write essays (hyland, 2002). apart from any type of essay, the organization of an essay has three main parts: introduction, body and conclusion with different functions. namely, the introduction is usually one paragraph that introduces the topic to be discussed and the central idea, the thesis statement of the essay. the second part, the body, includes several developmental paragraphs, which develop various aspects of the main topic and ideas. conclusions conclude the thoughts developed in the essay. different types of essays are narration, description, exposition, andargumentation. argumentative essays one type of academic essay writing is an argumentation essay. the writing of argumentation essays at the tertiary level is also called an official argument. such essay writers are required to explicitly put forward major propositions, present supporting evidence and reasoning, using formal language and academic terminology, being objective and being covered if there are differences in terms of views. in order for arguments to be convincing, it needs to be presented directly and straightforwardly (podis&podis, 1996, p. 283). the method of writing is characterized by a three-stage structure with the organization being a thesis, argumentation, and conclusion. each stage is arranged in terms of its writing, and this writing is expressed in various grammatical and lexicalways. the stages of the thesis consist of the introduction of propositions to be debated, the stage of the argument contains a basic discussion for the thesis, and the conclusions are composed of synthesis and confirmation of the validity of the thesis. especially, in the stage of 134 | english franca, vol. 3, no. 2, 2019 an important argument to include a marker frame that shows the sequenceand interrelation of the steps in the argument. pointing words or signals, such as firstly or next mark steps in the order of argumentation, and transition signals that mark additions, contrasts or conditions describe changes in discussion (hyland, 1990, p. 68-72). this is useful in argumentative writing to find out the reader's objections and use them in his own arguments by providing counter arguments (axelrod & cooper, 1988, p. 494-511). previous study there are several studies that discuss the cohesive and argumentative sensitive essays. hung and thu (2014) who conducted a study at dong thap university entitled "vietnamese learners' attention and use of cohesive devices in english writing at dong thap university essay" concluded that improper use or mistakes made during the use of cohesive devices in writing english essays are universally a learning step for efl students in the process of acquiring language and the ability to write the language they learnspecifically. subsequent research conducted by cho and shin (2014) entitled "cohesive tools in english writing textbooks and korean learners' english writings" found that the tendency of l2 students to overuse transitional sentences and demonstrative pronouns compared to native speakers. however, the results also show that when student skills improve, students tend to use fewer transitions in their sentences. the third study was conducted by hananta and sukyadi with the title "the use of cohesion in students' argumentative writings" conducted at the indonesian university of education with a sample of students from english language and literature study programs at the same university found results showing that grammatical cohesive devices using references and conjunction as the dominant device a little more preferred to be used as a reference in cohesive rather than lexical ones. in addition, it was also found that cohesive tools generally have two main functions, namely reminding the reader of the points being discussed and clarifying and emphasizing the semantic relationship between clauses so that the author's position is clear. furthermore, mohamed (2016) with his research entitled "use of conjunctions in argumentative essay by esl undergraduates" which took 50 students at universititeknologi mara (uitm) as the sample, found that there was a suitable and inappropriate conjunction in the dewi warna, et.al: cohesive devices used in argumentative essays |135 essay due to lack of use of various categories of conjunctions and difficulties in using other conjunctions that have similar meanings. research design this study focuses on identifying students' written products about the use of cohesive devices. qualitative analysis was chosen as the design of this study. according to buneci (2008), qualitative analysis is defined as qualitative validation and application diagnosis to assess whether behavior is expected or unexpected. in this qualitative research, essays are objects of analysis. analysis of essays for the first cohesion was carried out by identifying and then calculating the cohesive amount according to the taxonomy developed from the cohesive tool triggered by halliday and hasan (1976). following the model of the analysis, the amount was classified correctly. research subjects the subject of this study was an essay from the fifth semester student of the english language education study program from 8 universities in south sumatra that had learned how to write argumentative essays totaling 80 essays. all students have completed all writing classes starting from writing 1 to 4. they write argumentative essays in accordance with the topics that have been determined. they were given 60 minutes to complete the essay. this data is used to answer the research problem formulation. all of the argumentative essays above were then analyzed based on the framework of the theory of halliday and hasan (1976) related to the concept of analysis of cohesive devices used by students in their argumentative essays. data collection techniques tests that test the ability of argumentative essay writing are used to answer research problems. the researcher asked permission from the lecturers who taught at eachuniversity to distribute instruments in the form of questions to write argumentative essays consisting of several topics so that students could write according to the topic of their choice. the time given is for 60 minutes. an essay written consists of 5 paragraphs. data analysis techniques in analyzing the argumentative essay, the researcher grouped the clauses in the argumentative essays written by students to help conduct a more accurate analysis of the cohesive tools contained in each clause. then, the researchers underlined all the cohesive tools contained in 136 | english franca, vol. 3, no. 2, 2019 each clause. the cohesive tools that have been underlined are then identified and grouped based on the classification of cohesive devices by halliday and hassan (1976), namely reference, substitution, ellipsis, conjunction, and lexical cohesion. the final step is to calculate and describe the cohesive tools contained in all the argumentative essays written. then cohesive devices will be calculated in frequency and percentage according to the cohesive device category used. furthermore, 3 verifiers will verify the work of the researcher whether all descriptions are correct and correct to avoid errors or errors during analyzing the data. research results from all the essays analyzed, it was found that the use of all cohesive devices with different levels of frequency of use, be it references, substitutions, ellipses and conjunctions and lexical cohesion. references the results of the analysis show the number of uses of cohesive devices in the form of references both personal, demonstrative and comparative with a total reference used as many as 522 consisting of personal references 328, demonstrative references 130 and comparative references 64. percentages of each reference can be seen in the table below this. reference type frequency percentage personal 328 62.84% demonstrative 130 24.9% comparative 64 12.26% total 522 100% viewed from the percentage, personal reference is the most widely used reference type, which is 62.84% followed by demonstrative references, which is 24.9%. comparative reference is the least used type of reference, which is 12.26%. examples of personal references used: essay 61 reference even everyone has known and used it. personal reference, it refers to social media. dewi warna, et.al: cohesive devices used in argumentative essays |137 essay 61 reference when you find people from another country, you will get more information about their cultures. personal reference, their refers to people from another country. essay 80 reference in conclusion, there are three ways to reduce the impacts of global warming. they are tree planting or reforestation, saving electricity usage, and reducing the use of plastics. personal reference, they refers to three ways to reduce the impacts of global warming. examples of demonstrative references used: essay 77 reference this state proves the global warming is caused mostly by human... demonstrative reference, this indicates proximity. essay 78 reference in conclusion, to prohibit these negative impacts, especially for children, parents are suggested to... demonstrative reference, these indicates proximity. essay 80 reference these greenhouse gases absorb and reflect radiation waves emmited by the sun to the earth... demonstrative reference, these indicates proximity. examples of comparative references used: essay 79 reference actually, earth is getting hotter because of human activities. comparative reference, hotter shows particular comparison. essay 77 reference however, the higher co levels in the atmosphere do not cause global warming comparative reference, higher shows particular comparison. 138 | english franca, vol. 3, no. 2, 2019 essay 76 reference ..., with thosewho obtained from using the popular sites, reporting that they felt more satisfied with their lives. comparative reference, more satisfied shows particular comparison. substitution the analysis results show that the use of a cohesive device in the form of substitution is only 12 or 1.15% of all cohesive devices used. examples of the use of substitutions in essays: essay 66 substitution ..., as they are the ones who are most active on social media. ones substitutes people. essay 67 substitution some people also think that social media is the important one in their life because... one substitutes thing. essay 79 substitution many things cause the same. the same is substitution. it substitutes the previous clause “cfc produced by referigerators causes global warming.” ellipsis the results of the analysis also show the lack of use of cohesive devices in the form of ellipses with the total use of ellipses found for all essays only 37 or 3.56%. examples of ellipsis used: esai 61 ellipsis all are on social media. all indicates nominal ellipsis. esai 64 ellipsis this is marked by an increase in the earth’s surface temperature. this refers to the previous sentence “climate change is a dewi warna, et.al: cohesive devices used in argumentative essays |139 change in world climate patterns that occur due to a stable initial state...” esai 64 ellipsis ...the earth’s temperature has increased compared to the previous. the previous refers to the earth’s temperature before. conjunction analysis result shows the number of cohesion instrument use in form of conjuction whether it is additice, adversatice, casual and temporal with the total of conjunction use in amount of 388 consist of 43 additive, 156 adversative, 109 casual and 80 temporal. the percentage of each references can be seen on the following table. conjunction type frequency percentage additive 43 11.08% adversative 156 40.21% causal 109 28.09% temporal 80 20.62% total 388 100% from the percentage, adversative is the conjunction type which mostly used with 40.21% followed by cause with 24.9% and temporal with 20.62%. additive is the conjuction type which used with the most less number 11.08%. examples of the use of conjunction in essays: essay68 conjunction in addition, most citizens and students are not fully aware of the cause... additive essay 68 conjunction however, after the signs and the research have beenglobally known,... adversative essay 67 conjunction ...because most people use social media for better and easier life. causal 140 | english franca, vol. 3, no. 2, 2019 essay 74 conjunction finally, using social media fame can change one’s life,... temporal lexical cohesion the results of the analysis show the use of cohesive instrument in the form of lexical cohesion in the form of both reiteration and collocation with a total of 80 lexical cohesions used consisting of reiteration 45 and collocation 35. the percentage of each lexical cohesions can be used in the table below. lexical cohesion type frequency percentage reiteration 45 56.25% collocation 35 43.75% total 80 100% from the percentage, lexical cohesion in form of reiteration mostly used more with 56.25% compared with collocation that is43.75% examples of the use of lexical cohesion in essays: essay 62 lexical cohesion ..., both for those who experience it and for those who see it. reiteration, the same words “for those who” are used in both sentences (repetition) essay 63 lexical cohesion therefore, it will be very difficult for social media users to make friends. collocation, the words make and friends are commonly used together. essay 63 lexical cohesion social mediamakes people becomelazy... the use of social media will never make a person lazy... reiteration, the same words “make...lazy” are used in both sentences dewi warna, et.al: cohesive devices used in argumentative essays |141 (repetition). essay 64 lexical cohesion even,athometheydonotdo their exercisesorreadthelesson before going toschool. collocation, the words do and exercises are commonly used together. essay 68 lexical cohesion lately many social media accounts have shared insightsand knowledge... this is very interesting because we can add insight and knowledgepractically. reiteration, the same words “insights and knowledge” are used in both sentences (repetition). essay 70 lexical cohesion ..., deprives parents from having thorough conversations withtheir children... collocation, the words have and conversations arecommonly used together. cohesion instrumenttotal after analyzing the results of each cohesive tool both reference, substitution, ellipses, conjunctions and lexical cohesion, as a whole it can be summarized in the table below. cohesion instrument frequency percentage reference 522 50.24% substitution 12 1.15% ellipsis 37 3.57% conjunction 388 37.34% lexical cohesion 80 7.7% total 1039 100% from the table above, reference is the type of cohesive device that is most widely used with a percentage of 50.24% followed by 142 | english franca, vol. 3, no. 2, 2019 conjunction of 37.34%. lexical cohesion is 7.7% and ellipsis is 3.57%. substitution is the least used cohesive tool that is equal to 1.15%. usage accuracy of cohesioninstrument the accuracy of the use of cohesive instrument can be seen in the table below: no. cohesion instrument type error usage 1. references a. personal 28 b. demonstrative 4 c. comparative 9 2. substitution 1 3. ellipsis 4. conjunction a. additive 8 b. adversative 13 c. causal 4 d. temporal 5. lexical cohesion a. reiteration b. collocation total 67 from the table above, it can be seen that the use of cohesion tools in student essays is very good because only 67 errors were found in the use of cohesion instrument consisting of 41 errors in reference use dominated by 28 personal references followed by demonstrative references 4 and comparative 9. types the next cohesive tool is the conjunction of 25 usage errors consisting of adversative 13, additive 8 and causal 4. substitution only found one misuse while the ellipsis and lexical cohesion were not found using any errors atall. dewi warna, et.al: cohesive devices used in argumentative essays |143 conc lusio n english language education students in south sumatra, in their writing use various types of cohesive devices both grammatical and lexical cohesive devices. in general writing, students use almost all parts of the cohesion tool such as, references, substitutions, ellipses, and conjunctions. furthermore, in the use of lexical cohesion devices, students generally use reiteration and collocation in their essays. in their essay, these students from semester 5 spread across 8 universities in palembang used references 50.24%, conjunction 37.34%, lexical cohesion 7.7%, elliptical 3.57% and substitution1.15%. it can be concluded that students tend to use references, and from the four types of grammatical cohesion, reference is the most frequently used demonstrative reference form. a high percentage of reference uses in this study can be seen in the use of personal references, which amounted to 62.84%. in the process of processing data, researchers found little substitution in essays written by students. the author assumes that the reason underlying this phenomenon is excessive use of personal references used by students in their writing. in fact, nominal substitution actually has the same function as personal references. but students are less familiar with and rarely use nominal substitution which is the reason why students often use personal references. the author can also conclude, student errors in the use of cohesive devices are very minimal, which only occurs in improper use of references and conjunctions. this can happen to see the number of references and conjunctions used. based on this which shows a small error in the use of cohesion instrument, it can be concluded that most students can use cohesive tools correctly in their essay writing. however, there are still errors in the use of certain cohesive devices, for example; reference and conjunction. errors in using references indicate that students have difficulty distinguishing between singular and plural objects, they tend to make vague references, using repetitive references that should not need to be used, further more, students can not make parallel sentences in the paragraph they make. students also over use "the" which then creates confusion which makes them unable to decide whether they need the word "the" in their sentence. from the analysis, the authors see that students seem to have a lot of experience in using the word "the" in their writing. although there are several rules in using the "the" article, students still 144 | english franca, vol. 3, no. 2, 2019 looknegligentinitsuse.inaddition,manystudentsmaynotbeawareofthefun ctionof"the". they know "the" functions as an article; however, they are not aware of other functions as cohesion tools. intheuseofconjunctions,somemisuseisduetostudentconfusioninus ingappropriate conjunctions,unnecessaryshareduseofaclause,andfailuretomaintainarela tionshipbetween one sentence and another sentence. most error in conjunctions cannot explicitly connect the relationship between sentences; there are several "additives" which are marked by "conjunction adversative" or vice versa. examples of using "then" as temporary relationships are often replaced by "and". although "then" and "and" have different functions, they often appear in the same usage. the small percentage of use of ellipsis, the authors find it difficult to find the wrong use. the author assumes that students write by translating their ideas into english. in the process, when they translate, they translate mechanically, regardless of the syntax in english, not much modification. based on the findings above, in line with crossley and mcnamara (2012) who found that the authors of l2 belonged to the incompetent category in producing more cohesive essays, but they produced texts that were included in both linguistic terms. these findings have important implications for the development of l2 writing and l2 writing pedagogy. their results showed that the authors of l2 were considered better at producing text even with fewer cohesive devices. the findings of this study indicate that students 'writing ability does not affect the cohesive devices theyuse in their writing. im plicati on based on the findings and conclusions, the author would like discuss matters relating to cohesion as input to students and lecturers. thelowestpercentageofcohesivedevicesusedby students is ellipsis and substitution. therefore, it is recommended that students majoring in english education to further deepen their understanding of replacement and omitting words or sentences so that readers do not feel bored in reading their writing. the highest percentageofuse of cohesive devices is reference (reference) and conjunction (conjunction). therefore, the authors suggest that they deepen their understanding of the structure of words and grammar in forming asentence. for lecturers, cohesion is better taught to students both written and oral by the way lecturers design material that is able to improve dewi warna, et.al: cohesive devices used in argumentative essays |145 students' competencies in creating coherent and cohesive texts, increase the use of english in the classroom so students get used to and order when they have to use the language in writing, and build peer correction between them so that they know where their weaknesses are to be able to find mistakes and avoid the same mistakes. a well-designed assessment can measure student competency appropriately. moreover, lecturers can motivate their students to nurture and expand their vocabulary which can improve their abilities when they use words such as synonyms or similarities of words, antonyms or opposing words and superordinate to avoid excessive repetition of words. furthermore,withregardtoredundancyanderrorsintheuseofconju nctionsinstudent writing, to avoid this the lecturer is advised to be able to teach various cohesive structures in different categories. based on the previous analysis, additive conjunction "and" is very commonly used. lecturers can limit their students to the use of the word and provide other word choices so that their writing is more colorful. other implications related to the relationship off orms and functions of cohesion, lecturers must develop their students 'understanding of the relationship so that their awareness of cohesion instrument is built and can be easily for them to make writing with good cohesion s ugge stion the findings of this study indicate the need for deeper investigation related to the use of cohesion instrument. further studies on the same topic in other types of texts such as narrative or descriptive texts, will broaden the understanding and clearer picture of how the use of cohesive devices is used appropriately in writing english texts. it would be very interesting if we could see and compare aspects of cohesion instrument in different discourses. in the end, researchers strongly hope that this research can be a major contribution as a reference for further research related to cohesive devices, especially inwriting. re fe re nce s adiantika, h. n. (2015). cohesive devices in efl students’ expository writing.english review: journal of english education, 4(1). retrieved from https://journal.uniku.ac.id/index.php/erjee. alarcon, j.b. &morales, k.n.s. grammatical cohesion in students’ argumentative essay. journal of english and literature, 2(5), 114127. retrieved from: www.academicjournals.org/ijel https://journal.uniku.ac.id/index.php/erjee http://www.academicjournals.org/ijel 146 | english franca, vol. 3, no. 2, 2019 axelrod, r.b., & cooper, c. r. (1988). the st. martin’s guide to writing. new york, ny: st. martin’s press. brown, h. d. (2007). teaching by principles: an interactive approach tolanguage pedagogy (3rd ed.). new york, ny: addison wesley longman. carrell, p. l. (1982). cohesion is not coherence. tesol quarterly, 16 (4), 479-488. cho, h. y., & shin, j. (2014). cohesive device in english writing textbooks and korean learners’ english writings. english teaching. 69(1). 41-59. crossley, s. a., & mcnamara, d. s. (2012). predicting second language writing proficiency:the roles of cohesion and linguistic sophistication. defazio, j., jones, j., tennant, f., & hook, s. (2010). academic literacy: the importance and impact of writing across the curriculum-a case study. journal of the scholarship ofteaching and learning, 10(2), 34-47. retrieved from www.iupui.edu/~josotl. halliday, m.a.k., & hasan, r. (1976). cohesion in english. london, uk: longman. hasan, m.r. 2005. cohesive features in written discourse: an analysis of narrative essays of s2 students of english language education program of the state university of malang. unpublished thesis. malang: state university of malang. hasannejad, m. r, assadi, n.,kazemi, a. s.,kohgiluyeh& ahmad, b. (2012). substitution as a device of grammatical cohesion in english contexts. the journal of applied linguistics,(5)1. hoey, m. (1991). patterns of lexis in text. oxford, uk: oxford university press. hung, d. m., & thu, v. t. (2014). vietnamese learners’ attention and use of cohesive device in english essay writing at dong thap university. asian journal of educational research 2(2). 1-14. hyland, k. (2002). teaching and researching writing. london, uk: pearson education. hyland, k. (1990). a genre-description of the argumentative essay. relc journal. 21(1), 66-78. irwin, j. w. (1982). cohesion and comprehension. illinois reading council journal. newark, dl: international reading association. http://www.iupui.edu/~josotl dewi warna, et.al: cohesive devices used in argumentative essays |147 markels, r.b. (1984). a new perspective on cohesion in expository paragraphs. carbondale, il: southern illinois university press. mohamed, n. (2016). use of conjunctions in argumentative essay by esl undergraduates. e-academia journal uitmt, 5(1). 1-13. olateju, m. a. (2006). cohesion in esl classroom written texts. nordic journal of african studies, 15(3), 314-331. palmer, j. c. (1999). coherence and cohesion in the english language classroom: the use of lexical reiteration and pronominalisation. relc journal, 30(2). podis, j.m., &podis, l.a. (1996). rethinking writing. boston, ma: allyn and bacon. ruetten, m.k., & smalley, r.l. (1994). refining composition skills. new york, ny: macmillan publishing company. sparks,j. (2007). the advanced writing handbook for esol. dubuque, ia: kendall hunt publishing company. walsh, k. (2010). the importance of writing skills: online tools to encourage success. retrieved from http://www.emergingedtech.com http://www.emergingedtech.com/ 148 | english franca, vol. 3, no. 2, 2019 empty page english franca vol 1 no 01 tahun 2017, stain curup page 19 p-issn 2580-3670, e-issn 2580-3689 foreign language reading anxiety among indonesian efl senior high school students azhari muhlis sebelas maret university, surakarta arimuhlis92@gmail.com abstract this study aims to investigate foreign language reading anxiety among indonesian efl senior high school students. thirty twostudents of grade eleven in a senior high school in bandung were involved as the participants. this study employed a survey research design. the data was collected by two types of questionnaires. the first finding revealed that most of the students perceived anxiety in medium level (71,9% students admitted). the second finding found that there were two major potential factors of foreign language reading anxiety namely text features and personal factors. under the concept of text features, there are three sources of foreign language reading anxiety including unknown vocabulary (49% students agreed), unfamiliar topic (40% students agreed), and unfamiliar culture (38% students agreed). on the other hand, under the concept of personal factors, there are two sources of foreign language reading anxiety including fear of making errors (39% students agreed), and worry about reading effects (28% students agreed). keywords: foreign language, reading anxiety senior high school students, introduction nowadays, literacy plays important role in education field. according to cameron (2001), such activities, in which reading and writing are involved are called “literacy event.” the literacy event should be enrolled in teaching and learning processes especially reading skill that has to be mastered by the students in dealing with national examination later. mailto:arimuhlis92@gmail.com english franca vol 1 no 01 tahun 2017, stain curup page 20 p-issn 2580-3670, e-issn 2580-3689 in fact, teaching students to read english text is not an easy thing. based on preliminary study in a senior high school in bandung, there were some problems experienced by students in reading activities at english as foreign language (efl) classroom, for instance, some students avoid activities in english reading class, or at least, they are not enthusiastic toward reading in english and in some cases they are avoid reading english materials (jalongo &hirsh, 2010). these manifestations are symptoms of foreign language anxiety in classroom (horwitz, horwitz, & cope, 1986). in some cases, foreign language reading anxiety has negative effect on reading comprehension and process (saito, horwitz, & garza, 1999; sellers, 2000). in indonesian context, researcher has noted that most research in fl anxiety has been conducted mainly on speaking, since speaking has long been viewed as the most anxiety-provoking skill for foreign language learners to acquire (horwitz et al., 1986). as a result, very little research has been conducted on fl reading anxiety in indonesian context, as can be observed from the prevalent use of the foreign language classroom anxiety scale (flcs) in fl anxiety research conducted in indonesia. developed by horwitz et al. (1986), the flcas was mostly used to investigate listening and speaking anxiety (saito et al., 1999). there is a need to investigate foreign language reading anxiety, particularly in indonesian context because the acquisition of foreign language is not only limited to the speaking skill. the acquisition of fl reading skill is important as well, especially in academic contexts, where the successful learning is preliminarily determined by one’ s ability to read (grabe, 2009; cited in liu, 2011). furthermore, from a review of previous studies on fl reading anxiety shows that most of previous studies concerning on examining the relationship between reading anxiety and reading performance (brantmeier, 2005; kuru-gonen, 2007; saito, et.al., 1999; sellers, 2000). how anxiety affects foreign language performance is only one issue to consider when discussing anxiety and language learning. there are other important issues that need to be considered for a better understanding toward the phenomenon of fl reading anxiety such as investigating different level of fl reading anxiety among students, and potential factors english franca vol 1 no 01 tahun 2017, stain curup page 21 p-issn 2580-3670, e-issn 2580-3689 that cause fl reading anxiety. those are related to the scope of this present study and to what extent this study is conducted. next, with respect to the selection of participants, the majority of participants recruited in previous reading anxiety studies were actually from university level. to understand how high-school students perceive fl reading anxiety, the recruitment of participants from high-school contexts, is therefore necessary. therefore, the present study attempts to fill the gap and explore this kind of phenomenon in senior high school level, especially in indonesian setting, where english is considered a foreign language and is learned and used primarily in classroom context. departing from the background of the study, this study has two objectives. the first is to know the level of reading anxiety perceived by indonesian senior high school students in english reading classroom. the second is to identify the potential factors that make them feel anxious when they read english text. this study is hopefully could give some benefits both in theory and practice. in term of theoretical benefits, the results of study are expected to enrich the literature and also give beneficial references for future study in term of foreign language reading anxiety, especially in providing the information about different level of reading anxiety, and potential factors that cause reading anxiety in indonesian efl context. in term of practical benefits, the results of study are expected to give more insights for teacher and student in foreign language learning and teaching, especially in reading area. the information could help teachers to understand more the different levels of reading anxiety perceived by students when they read in english. they also can get more information about the potential factors that cause foreign language reading anxiety which is considered beneficial in helping the teachers to conduct appropriate treatment regarding the reading anxiety of their students. for students, the results can give awareness toward anxiety issue in foreign language reading and anticipation towards potential factors that can trigger their anxious feeling in efl reading. english franca vol 1 no 01 tahun 2017, stain curup page 22 p-issn 2580-3670, e-issn 2580-3689 theoritical framework the literature review discusses some related theories and researches used in this article as the springboard and foundation of the study, covering the topics foreign language reading anxiety, potential factors that cause foreign language reading anxiety, and the previous studies about fl reading anxiety issue. foreign language reading anxiety foreign language reading anxiety refers to feeling of worry and apprehension when students try to read and comprehend foreign language text. zbornik (2001) defines reading anxiety as unpleasant feeling toward reading which caused by significant other disapproval in reading process. significant otheris defined as a person or people who have a significant emotional influence over the student’s behavior or belief system. in this case, the forms of disapproval are in the form of peers or teacher pressure as the significant others. these may trigger a sense of worry about reading effect among the students, which is influenced by their peer and teacher’s attitude regarding their reading performance. for example, students have made mistakes in pronunciation while reading and getting laughed by their peers and the teacher’s manner in correcting their mistakes, which seems to inhibit the chance of the students to perform their reading. foreign language reading anxiety, mistakenly deemed by teachers and practitioners as least anxiety-provoking, had not grabbed attention of researchers until saito et al. (1999) reveal that foreign language reading anxiety is a distinct phenomenon from foreign language anxiety in general. in their research, a new inventory to measure reading anxiety level was developed namely foreign language reading anxiety scale (flras). subsequently, horwitz et al (1986, cited in rajab et al, 2012) distinguished reading anxiety from general types of foreign language anxiety which related with oral performance. therefore, reading anxiety is a distinct phenomenon from foreign language anxiety in general. in addition, reading can be regarded as oral performance because the learners show their individual act to interact with a text. like speaking, student will feel anxious when they interact with others. meanwhile in reading process, the phenomenon of english franca vol 1 no 01 tahun 2017, stain curup page 23 p-issn 2580-3670, e-issn 2580-3689 anxiety exists among the learner, but most learners do not realize that during the progress of reading, anxiety has been stated as one of factors which can impede the reading process. precisely, anxiety happens when the learners try to decode or interpret a non-native language text (saito et al. 1999). potential factors of foreign language reading anxiety the present study uses the concept constructed by ahmad et al. (2013) who propose two broad factors of foreign language reading anxiety such as personal factors and text features. this is also in line with alderson (2005, cited in shariati & bordbar, 2009) who introduced factors that affect reading comprehension can derive from reader variables (internal to the reader) and text variables (external to the reader). foreign language reading anxiety caused by personal factors the current study uses the concept postulated by ahmad et al. (2013) which propose two sub factors under the concept of personal factors such as worry about reading effect and fear of making error. worry about reading effect worry about reading effect is the manifestation of anxiety toward reading aloud. according to jalongo & hirsh (2010) reading aloud is paired with anxious unconditioned stimulus, which brings a negative reaction. the case is when the students are asked to perform reading aloud in front of their classmate, they will feel worry and disrupt concentration in comprehending a text. if they fail to control their anxious feeling, it is difficult for them to demonstrate their idea about a text. moreover, they will forget what has been read. the anxious feeling will happen during and after the reading task. consequently, it will disturb both reading comprehension and performance (ahmad et al., 2013). fear of making error fear is substantially related with a matter of self-confidence. it is supported by several studies which stated that language anxiety is complexly intertwined with self-confidence though the latter is characterized as a positive component (brown, 2007). in some cases, those who lack of self-confidence will be afraid to make errors in learning. hence, the feeling of afraid to make error will lead students to be anxious in the act of reading. english franca vol 1 no 01 tahun 2017, stain curup page 24 p-issn 2580-3670, e-issn 2580-3689 foreign language reading anxiety caused by text features the current study used the concept postulated by ahmadet al (2013) which propose three factors under the concept of the text features such as unfamiliar culture, unfamiliar topic, and unfamiliar vocabulary. unfamiliar culture in considering reading task as a demanding activity, it is important to recognize that reading is not only interaction between the reader and the thoughts of the author, but also interaction between the reader and the shared knowledge of the cultural history in the printed materials (tomasello, 1999; as cited in ahmadet al., 2013). not being familiar with english or other cultures might inhibit students’ reading comprehension process and cause anxiety as the culture represented in the text is foreign to them (rajab et al.,2012). unfamiliar topic according to wallace (2001, cited in kuru-gonen, 2009), if the topic of a text is not interesting to a learner it is almost impossible for this learner to read for pleasure and consequently to become an effective reader. to put it another way, reading topic which suits with interest of a reader will elicit good response toward reading activity. it is supported by kuru-gonen (2009) that uninteresting topic in reading text is considered as a source of foreign language reading anxiety. unknown vocabulary according to rajab et al. (2012), unfamiliar vocabulary might impede learners’ comprehension and cause difficulty which in turn leads to anxiousness. moreover, in this case, english vocabulary completely differs from indonesian in terms of its pronunciation, because when the learners read english texts, the vocabulary do not exactly reflect the real pronunciation. it has been a matter for indonesian learner to recognize the meaning of vocabulary itself. in addition, william and dallas (1984, cited in shariati and bordbar, 2009) contends that vocabulary difficulty, especially the meanings of idiomatic expressions, make a text hard to read for second language readers. previous studies about foreign language reading anxiety saito et al. (1999) as the pioneer of measuring foreign language reading anxiety by developing standardized instrument english franca vol 1 no 01 tahun 2017, stain curup page 25 p-issn 2580-3670, e-issn 2580-3689 namely foreign language reading anxiety scale (flras). they used a five-point likert scale consisting of 20 items ranging from “strongly agree” to “strongly disagree”. in their preliminary study, they applied two types of instrument such as foreign language classroom anxiety scale (flcas) and foreign language reading anxiety scale (flras) to check reliability and validity. they investigated foreign language reading anxiety to 383 students enrolled in first-semester university french, japanese, and russian courses. with participants from different countries, they found that levels of reading anxiety vary by target language, and seem to be related to writing system. in addition, the findings also indicate that students with higher level of fl anxiety tended to have higher level fl reading anxiety and vice versa. horwitz et al. (1986) conducted an investigation of foreign language anxiety among 30 university students of japanese, spanish, and russian. from the study, it was found that reading anxiety influenced language learning performance of the students. the finding of the study showed that those who have lower level of reading anxiety tend to perform better than those who have high anxiety. based on the study also revealed that factor that most contribute to reading anxiety is related with writing systems. zhao (2008) investigated 125 learners of chinese as a foreign language in a public university in the u.s. the study gave some insights about some potential factors of reading anxiety such as unfamiliar scripts, unfamiliar topics, and worry about reading effect. the study employed correlational method which found that reading anxiety and foreign language reading performance have a significant negative correlation. the result shows that reading chinese text is anxiety-provoking to learners of non-western language like speaking activity. sellers (2000) investigated 89 university students from a third semester course and from an intermediate level conversation course in spanish at university level. the study indicated that reading anxiety is a distinct variable in foreign language learning. interesting result was found when the students felt anxious when they were asked to read in l2 compare with other activities. high anxious students tend to recall less passage content than those who belong to low anxious student. english franca vol 1 no 01 tahun 2017, stain curup page 26 p-issn 2580-3670, e-issn 2580-3689 young (2000) investigated second year spanish. the study found that there is negative correlation between high reading anxiety and recalls of learners. in the study, the instrument such as magazines, newspaper, etc. were employed. the result is still similar with the previous studies which found interrelationship between high reading anxiety and low proficiency in l2 reading comprehension. the findings from those previous research revealed that most studies which investigated phenomenon of reading anxiety concern more on investigating correlation between reading anxiety and reading performance by using correlation method. investigating the degree of reading anxiety and potential factors of foreign language reading anxiety are still new area of study especially in indonesian efl context. therefore, the position of present study attempts to fill the gap and explore this kind of phenomenon in indonesian efl senior high school context by using survey study and also the findings from those previous research will be compared with the finding in this research as an addition in the discussion of this research. research methodology research design to accommodate the investigation toward foreign language reading anxiety among senior high school students, this study was guided by a survey research design. according to nunan (1992, as cited in marungudzi, 2009) stated that “where a snapshot of conditions, attitudes, or events at a single point in time” need to be taken, the survey research design is the most suitable method. the survey research design is also suitable for this study because it provides “a broad overview of a representative sample” (mouton, 2001, as cited in marungudzi, 2009). it is also asserted by creswell (2012) that survey designs belongs to type of quantitative research that requires questionnaire distribution to representative of population (sample) to determine inclination of behaviors or characteristics of population. this kind of method had been commonly employed in previous studies related to foreign language anxiety (horwitz, et al., 1986; saito et al., 1999). by conducting a survey, all the data gained from the questionnaires were conveyed through descriptive english franca vol 1 no 01 tahun 2017, stain curup page 27 p-issn 2580-3670, e-issn 2580-3689 statistics. descriptive statistics is a medium for describing survey data in manageable form (babbie, 1973). sample of study to gather the data of the current study, purposive sampling was employed in selecting the sample of study. the researcher intentionally selected the participants to achieve the objective of the study (creswell, 2009). the population of study was students from a senior high school in bandung. from the first to the third grade, 32 second grade students were chosen to be the sample of studyby using purposive sampling with several criteria such as attitude toward english class, english reading proficiency, capability in representing idea, and accessibility during the study. after the data from the s questionnaire was collected, and the students’ reading anxiety level was determined. research instruments in order to measure the level of reading anxiety, the questionnaire used is the adaptation and translation of flras (foreign language reading anxiety scale) developed by saito et al. (1999). they also found that flras shows good internal reliability with internal consistency coefficient of .86 (cronbach alpha, n=383), the reliability score is relatively good compared to other instrument such as flcas with the score .94. flras, in its function to measure the level of reading anxiety perceived by foreign language learners has also been used by some researchers such as cetinkaya, 2011; kuru-gonen, 2005, 2009; shariati & bordbar, 2009; zhao, 2009). flras consists of 18 items (two items deleted from the original scale as a result of reliability and validity studies) with answers response option ranged from strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree. therefore, if the points are summed up by adding each answer score of each statement, the score of students‟ reading anxiety scale would range from 18 to 90. the high score represents the high level of reading anxiety. subsequently, for measuring the potential factors of reading anxiety, the questionnaire utilized is the adaptation and translation of a developed questionnaire proposed by ahmad et al (2013). it was used to investigate potential factors of reading anxiety in english franca vol 1 no 01 tahun 2017, stain curup page 28 p-issn 2580-3670, e-issn 2580-3689 jordanian efl context. the validity of the instrument has been checked by giving to a jury of two doctors from the education department, five teachers from the language center, and two phd students in the field of foreign language teaching to review and comment on the layout and the statement. finally, from 40 items proposed,26 items were selected as the items of questionnaire. the instrument looked right, which reflected high quality of face validity and content validity. in relevance to reliability of the instrument, by using cronbach alpha, the reliability coefficient the final version of the instrument was 0,846, which still indicates the acceptable value in the educational research. this instrument is intended to investigate the trend of the potential factors of foreign language reading anxiety among foreign language learners. data collection firstly, two types of questionnaire were distributed to 32 second grade senior high school students in different meeting. secondly, the administered questionnaires were collected and the data from plspq questionnaires were analyzed by using spss to determine the mean and standard deviation score as matter of consideration to categorize the level of reading anxiety, and the second questionnaire was analyzed manually to determine the percentage of each item on the questionnaire as criterion to determine the dominant factor that causes reading anxiety. lastly, based on the result of analysis of reading anxiety level, students’ answer from flras questionnaire, and a developed questionnaire by al-shboul et al. (2013) were analyzed using some experts’ theory and compared with some studies results. data analysis in order to answer the research questions, a descriptive analysis was conducted. descriptive analysis refers to summarizing the data as well as the results and reporting these results in frequencies, percentage, means (average), and measures of variability such as standard deviation (johnson, 1992). in this study, descriptive analysis was computed to obtain the data about the anxiety level perceived by the students in reading english, and their potential sources of anxiety in reading english. english franca vol 1 no 01 tahun 2017, stain curup page 29 p-issn 2580-3670, e-issn 2580-3689 data findings and discussions students’ reading anxiety level this section presents the relevant data to the first research question which is students’ reading anxiety level. it provides participant’s response towards 18 flras questionnaire items. table 1 displays the descriptive statistics of the levels of reading anxiety of all participants. the level of reading anxiety for each participant is represented by the total score of every items (the sum of 18 items), and the possible range is 18 to 90. in this present study the score range was between 42 and 71 based on the table below. table 1. descriptive statistics for reading anxiety for the total sample n min max mean sd total 32 42 71 55,6 6,9 the thirty two students were classified into three different groups. following kuru-gonen (2007) criteria, the levels of students‟ reading anxiety were categorized into low, medium, and high. students with high anxiety were those whose score on flras was higher than the calculation of mean + standard deviation score based on the table 4.1 above. furthermore, it can be seen in table 4.2 below, students with scores > 63 were considered to have a high level of reading anxiety. secondly, students with low anxiety were those whose score on flras was lower than the calculation of mean – standard deviation score. they were the students with scores < 49. finally, students whose score on flras were between those two score were considered to have a medium level of anxiety. they were students whose scores were between 49 and 63. from the formulation above, the ranges of ra score in this current research were described in the table 2 below. table 2. levels of reading anxiety level range low level < 49 medium level 49 – 63 high level > 63 english franca vol 1 no 01 tahun 2017, stain curup page 30 p-issn 2580-3670, e-issn 2580-3689 to examine the distributions of the reading anxiety levels, the frequency of the scores of reading anxiety falling within each category was calculated. the result shows that six participants (18, 7%) fell in the low level, 23 participants (71, 9%) that fell in the medium level, and three participants (9, 4%) fell in the high level (see figure 1). figure 1. reading anxiety level distribution the distribution suggested that over half of the participants reported to be at medium level of reading anxiety with percentage of 71,9%. the result showed that reading anxiety perceived by the students in an english classroom was prevalent as only six students (18, 7%) who fell in the low level. such finding is consistent with saito et al. (1999), sellers (2000), lee, (1999), who revealed that reading anxiety actually does exist and rejected the theory by horwitz et al. (1986) who contends that foreign language anxiety center the difficulties caused by anxiety with respect to oral performances. it is understandable if indonesian learner find reading as an anxiety-provoking task, since the learners not only deal with unfamiliar spelling patterns, sentence structure, syntax, lexicons, and other complex semantic relations, but also cultural background knowledge in making meaning from text (rajab et al., 2012).” it is described more that anxiety happens when the learners try to decode or interpret a non-native language text (saito et al. 1999). several studies that investigate student’s anxiety in reading english text show almost similar result. for example, kuru-gonen (2007) and wu (2011) found most of their participants were in the medium level of anxiety. for example, wu (2011) found out 60 out english franca vol 1 no 01 tahun 2017, stain curup page 31 p-issn 2580-3670, e-issn 2580-3689 of 91 participants fell in “medium” level of reading anxiety (69, 2%). these studies indicate that anxiety inhabited students who learn english especially when they attempt to comprehend english text. therefore, this study must agree to what wu (2011) said that in spite of students’ anxiety level, these anxious language learners should get serious attention from the teachers. efl teacher should cope with student’s anxiety in order to improve reading comprehension performance of the students. potential factors of students’ reading anxiety the potential factors of reading anxiety were analyzed from students’ answers toward 26 items in the developed questionnaire by ahmad et al. (2013). from the questionnaire given to the participants, some potential factors of foreign language reading anxiety were found. these potential factors of reading anxiety are arranged in table 4.3 ranging from the most frequent to the less, descriptive statistics were used to present the results. table 3. the percentage of the specific domains of the potential factors of foreign language reading anxiety note: * n = neither disagree nor agree; a & sa = agree and strongly agree; d & sd = disagree and strongly disagree ** rank was determined based on the percentage of participant who choose strongly agree and agree toward the questionnaire items the table above showed the potential factors of students’ reading anxiety in efl classroom. being asked directly from the range themes d & sd n* a & sa rank** aspects 1-6 unknown vocabulary 10% 41% 49% 1 text features 7-10 unfamiliar topic 16% 44% 40% 2 11-15 unfamiliar culture 18% 44% 38% 3 16-20 fear of making errors 15% 46% 39% 1 personal factors 21-26 worry about reading effect 20% 52% 28% 2 english franca vol 1 no 01 tahun 2017, stain curup page 32 p-issn 2580-3670, e-issn 2580-3689 questionnaire, the students showed that their potential factors of anxiety in reading related to ahmad et al. (2013) theory. under the aspect of text features, it was found that 49% of the participants agree with unknown vocabulary that mostly causes reading anxiety. furthermore, unfamiliar topic was ranked as the second most frequent factor of reading anxiety with 40% of the participants agree with the factor. then, unfamiliar culture was ranked as the least frequently source of anxiety with 38% of the participants agree with the factor. subsequently, under the aspect of personal factors, it was found that 39% of the participants were anxious because of fear of making errors. furthermore, it was found that 28% participants were anxious because of worry about reading effect. unknown vocabulary table 4 below will represent item description related with unknown vocabulary aspects and frequency distributions in percentage of each item. table 4. the percentage of unknown vocabulary items item description 1* 2 3 4 5 1 when i am reading in english, i get very upset and worried whenever i encounter strange vocabulary. 0 5 6 18 3 0%** 15,62% 18,75% 56,25% 9,37% 2 i focus on words in reading english texts because if i know the terms, i can understand the text 0 4 20 7 1 0% 12,50% 62,50% 21,87% 3,12% 3 i feel anxious in reading english when i encounter series of three strange words. 0 4 15 10 3 0% 12,50% 46,87% 31,25% 9,38% 4 i enjoy reading a text in english when i know its translation. 0 0 9 21 2 0% 0% 28,12% 65,62% 6,25% 5 i do not like to read an english text that has lots of difficult words. 0 1 9 20 2 0% 3,12% 28,12% 63,00% 6,25% 6 when i am reading in english, i feel upset 0 5 19 7 1 0% 15,62% 59,37% 22,00% 3,12% english franca vol 1 no 01 tahun 2017, stain curup page 33 p-issn 2580-3670, e-issn 2580-3689 and anxious if i encounter strange vocabulary. note: * 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree ** the frequency in percentages was rounded to the nearest whole number based on the developed questionnaire proposed by ahmad et al (2013), items 1-6 revolved around unknown vocabulary theme. it was found that 21 student (66%) agreed with item 1, which means that unknown vocabulary creates anxiety towards reading in the english language which ultimately lessens the students’ comprehension of english reading materials. 8 students (25%) confirmed item 2, which can be understood that students refer to vocabulary in reading as an important matter they must acquire to avoid reading anxiety in the english language. then, 13 students (41%) confirmed item 3, which can be concluded that not only knowing a word causes anxiety in reading english but also the unknown surrounding words make the act of reading more anxious and challenging. subsequently, 22 students (72%) confirmed item 4, which can be acknowledged that reading can be enjoyable task if all vocabulary were comprehended. the students also thought that clearly vocabulary matters which cause reading anxiety in dealing with english text as represented by 22 students (69%) confirmed item 5 and 8 students (25%) confirmed item 6. the findings show the great number of anxious students who consider that unknown vocabulary as the biggest factor that causes reading anxiety under the aspect of text features. the result of this study is in accordance with the study conducted by saito et al. (1999) who found that students’ level of anxiety is very much related to the writing systems, including unknown vocabulary. furthermore, unknown vocabulary was categorized to be one of five themes of anxiety caused by reading texts in the study of turkish students who were learning english language as a foreign language (kuru-gonen, 2009). it means that unknown vocabulary has been a main problem among foreign language learner in different context. . subsequently, rajab et al. (2012) convince that english franca vol 1 no 01 tahun 2017, stain curup page 34 p-issn 2580-3670, e-issn 2580-3689 unfamiliar vocabulary might impede learners’ comprehension and cause difficulty which in turn leads to anxiousness. unfamiliar topic table 5 below represents item description related with unfamiliar topic factors and frequency distributions in percentage of each item. table 5. the percentage of unfamiliar topic items item description 1* 2 3 4 5 7 i enjoy english reading when i understand at least some portion of the text. 0 5 17 8 2 0%** 15,62% 53,12% 25% 6,25% 8 i do not prefer reading unfamiliar topics, particularly in the english language. 0 7 17 6 2 0% 21,87% 53,12% 18,75% 6,25% 9 the most things i like to read in english are short stories because they have easy words, and their topics are common. 0 7 14 8 3 0% 21,87% 43,75% 25% 9,37% 10 i feel anxious when i am reading a topic in the english language which i have no idea about. 0 1 9 19 3 0% 3,12 % 28,12% 59,37% 9,37% note: * 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree ** the frequency in percentages was rounded to the nearest whole number based on the developed questionnaire by ahmad et al. (2013), item 7-10 revolved around unfamiliar topic. 10 students (31%) agreed with item 7, which can be recognized that familiar topics are enjoyable in english reading. 8 students (25%) agreed with item 8, which can be acknowledged that previous knowledge about the topic can ease reading in foreign language. 11 students (34%) confirmed item 9, which can be understood that short stories are the preferred reading material in the english language english franca vol 1 no 01 tahun 2017, stain curup page 35 p-issn 2580-3670, e-issn 2580-3689 for the students due to the familiarity which makes it interesting. the last is 22 students (69%) confirmed item 10, which can be concluded that alien topics can cause reading anxiety in the english language. the finding showed some students consider unfamiliar topic can decrease their interest in reading which can also cause reading anxiety. unfamiliar topic can lose student’s curiosity and make the students lazy to read. when the student tried to avoid reading english text, anxiety will grow within their self. this belief has similarity to what kuru gonen (2009), zhao (2009), and kim (2010) found. it clearly shows that the participants feel anxious if they read topics and do not understand it. in addition, the result of this study is in accordance with the theory from wallace (2001, as cited in kuru-gonen, 2009), if the topic is unfamiliar for reader, it will make leaners uncomfortable in the reading process and hard to be effective reader. unfamiliar culture table 6 below represents item description related with unfamiliar culture factors and frequency distributions in percentage of each item. table 6. the percentage of unfamiliar culture items item description 1* 2 3 4 5 11 in reading english, i hardly understand the idea if there is more than one meaning for each word. 0 3 19 10 0 0%** 9,37% 59,37% 31,25% 0% 12 when i read english, i often understand the words, but i still cannot quite understand what the writer says. 0 3 13 14 2 0% 9,37% 40,62% 43,75% 6,25% 13 i usually translate word by word when i am reading 0 7 7 15 3 0% 21,87% 21,87% 46,87% 9,37% english franca vol 1 no 01 tahun 2017, stain curup page 36 p-issn 2580-3670, e-issn 2580-3689 english. 14 it is frustrating in reading english when one word is connected with another to change the meaning. 0 6 16 8 2 0% 18,75% 50% 25% 6,25% 15 i most often feel that i cannot understand an english text even though i know every word’s meaning. 1 9 16 5 1 3,12% 28,12% 50% 15,62% 3,12% note: * 1= strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree ** the frequency in percentages was rounded to the nearest whole number based on the result on the table above, 10 students (31%) agreed with item 11, which means student must consider the variety of meaning of each english word to connote the meaning accurately. 16 students (50%) agreed with item 12, which can be acknowledged that knowing the words does not necessarily lead to understand the text. 18 students (56%) confirmed item 13 which can be understood that regardless of knowing all vocabulary in the text, comprehension can’t be guaranteed. furthermore, 10 students (31%) confirmed item 14, which can be acknowledged that connected words may change the meaning and this provoke anxiety in reading english. the last is 6 students (19%) agreed with item 15, which can be understood that one may understand all the vocabulary but it can’t guarantee the comprehension of text. the finding showed if some students consider unfamiliar culture can inhibit their interest in reading which can also cause reading anxiety. unfamiliar culture can lose student’s curiosity of the text and make the students lazy to read. when the students are lazy to read, it could be anxiety provoking situation to some learners. this belief has similarity to what kuru-gonen (2009) and english franca vol 1 no 01 tahun 2017, stain curup page 37 p-issn 2580-3670, e-issn 2580-3689 razi (2004) found. this result is in accordance with theory proposed by rajab et al. (2012), that unfamiliar with the culture implied in the text might hamper reading comprehension and elicit anxiety, since the text seem foreign to them. it represents that reading process is not only interaction between the reader and the thoughts of the author, but also interaction between the reader and the cultural knowledge which is implicitly stated in the text (tomasello, 1999; as cited in ahmad et al., 2013). fear of making errors table 7 below will represent item description related with fear of making error factor and frequency distribution in percentage of each item. table 7. the percentage of fear of making errors items item description 1* 2 3 4 5 16 i feel anxious in reading aloud in fear of making errors. 0 7 15 8 2 0% 21,87% 46,87% 25% 6,25% 17 i feel embarrassed in front of others if i pronounce a simple and easy word wrongly. 2 2 13 13 2 6,25% 6,25% 40,62% 40,62% 6,25% 18 i prefer to prepare too much and search for the phonetic transcript prior to the class if i was expected to read in the class. 0 8 15 9 0 0% 25% 46,87% 28,12% 0% 19 i feel irritated if i encounter a word i do not know how it is pronounced. 0 4 17 9 2 0% 12,50% 53,12% 28,12% 6,25% 20 i prefer silent reading rather than reading 0 2 13 14 3 0% 6,25% 40,62% 43,75% 9,37% english franca vol 1 no 01 tahun 2017, stain curup page 38 p-issn 2580-3670, e-issn 2580-3689 aloud. note: * 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree ** the frequency in percentages was rounded to the nearest whole number as the result above, item 16 20 in the developed questionnaire by ahmad et al. (2013) revolved around fear of making errors. 10 students (31%) agreed with item 16, which proved that students attempt to avoid reading aloud because of fear of making errors. 15 students (47%) confirmed item 17,which shows clearly the existence of anxiety in reading any word. then, 9 students (28%) agreed with item 18 can be assumed that students anxious more in term of pronunciation in reading. furthermore, 11 students (34%) agreed with item 19, which can be deduced that students worried about mispronouncing any word. the last is 17 students (53%) confirmed item 20, which can be understood that students consider reading aloud as not enjoyable task. it is evident that these participants avoided making errors in reading and understanding a text. in this study the participants expressed how they feel uncomfortable when they try to comprehend a text and pronounce the words in a text. in this study, fear of making errors is considered as the most frequent factor that causes reading anxiety under the aspect of personal factors, which means the result is in accordance with the theory proposed by jalongo and hirsh (2010) who contend that fears and phobias precipitated by reading tasks are a major impediment. furthermore, fear of making errors can be a consequence of having high expectations in learning to read. as stated by horwitz et al. (1986) that anxious students cannot tolerate a less than perfect performance, as a result, they put unrealistic demands on themselves and think of any performance lower than their ideal one, as a failure. in this case, students seem to avoid making errors in pronunciation or misreading any word in the text. worry about reading effect table 8 below will represent item description related withworry about reading and frequency distribution in percentage of each item. english franca vol 1 no 01 tahun 2017, stain curup page 39 p-issn 2580-3670, e-issn 2580-3689 table 8. worry about reading effect item description 1* 2 3 4 5 21 when i am reading aloud, i focus on reading correctly rather than focusing on understanding the text. 0 6 17 10 0 0% 15,60% 53,12% 31,25% 0% 22 in reading aloud in the class, i do not understand the text even though it is easy. 2 10 17 1 0 6,25% 37,50% 53,12% 3,13% 0% 23 i enjoy silent reading because i can easily understand the text. 0 3 12 15 2 0% 9,37% 37,50% 46,87% 6,25% 24 when reading english aloud in the class, i focus on word accent rather than understanding. 0 5 18 8 1 0% 15,62% 56,25% 25% 3,12% 25 i get upset when i am not sure whether i understand what i am reading in english or not. 0 5 16 9 2 0% 15,62% 50% 28,13% 6,25% 26 when reading english, i get disturbed and do not remember what i have read. 0 7 20 3 2 0% 21,87% 62,50% 9,37% 6,25% note: * 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree ** the frequency in percentages was rounded to the nearest whole number english franca vol 1 no 01 tahun 2017, stain curup page 40 p-issn 2580-3670, e-issn 2580-3689 based on the result above, item 21-26 in the developed questionnaire by al-shboul et al. (2013) revolved around worry about reading effect theme.10 students (31%) agreed with item 21, which shows the phenomenon of worry about reading effect. therefore, the students more concentrate on the act of reading rather than comprehending the text. then, only 1 student (3%) agreed and 12 students (44%) rejected item 22, which confirms that in some cases students can understand the text if it is an easy text. furthermore, 17 students (53%) agreed with item 23, which proves that silent reading reduces worry about reading effect. 9 students (28%) confirmed item 24, which can be understood that students prefer focusing on performance rather than comprehension to avoid worry about reading effect. worry about reading effect has proved that it can debilitate students’ reading comprehension, as exemplified by 11 students (34%) confirmed item 25 and 5 students (16%) confirmed item 26. based on the finding showed that the participants showed a great concern of what their friends and teacher would react over their mistakes in reading aloud. this result is in accordance with the theory proposed by jalongo and hirsh (2010) who contend that reading aloud is a source of anxiety. it is described more that reading aloud is public speaking combined with the performance pressure of on-the-spot decoding accuracy, coupled with evaluation by teachers and peers (lynch, 2000; cited in jalongo and hirsh, 2010). no wonder, then, that when the students are called upon to read aloud in front of class, they concentrate on performance rather than comprehension. when they were asked again to deliver the gist of their reading, in most cases they would lose what has been read. subsequently, when the students were not sure in answering the questions related to their reading, they might feel more anxious during and after the reading task which creates anxiety as cause of lack of performance and comprehension in reading. congruent with the result of this study, the other studies conducted by zhao (2009), huang (2001), and kuru-gonen (2005, 2009) also revealed that worry about reading effect is a source of foreign language reading anxiety. english franca vol 1 no 01 tahun 2017, stain curup page 41 p-issn 2580-3670, e-issn 2580-3689 conclusions and suggestions in response to the first research question, it came to the conclusion that over half of the students experience reading anxiety in which 71,9% of the students fell in the medium level and 9,4% of the students fell in high level. it was also relevant to the underlying theory that reading anxiety does exist, precisely anxiety happens when the learner try to decode or interpret a foreign language text. furthermore, for the second research question, it can be concluded that in this study, anxiety in reading was provoked by two broad aspects namely text features and personal factors. under the concept of text feature, unknown vocabulary was considered as the most frequent factor that contribute to reading anxiety. it was followed by unfamiliar topic as the second most frequent factor. then, unfamiliar culture was considered as the least factor that contributes to reading anxiety. meanwhile, under the concept of personal factor, fear of making errors was ranked as the most frequent factor and then followed by worry about reading effect as the least factor. therefore, it is necessary for english teachers to take those potential factors of anxiety into consideration in teaching their students, since reading anxiety may impede comprehension while reading in english as foreign language. regarding suggestions for further studies, as both levels and sources of reading anxiety may vary in many different contexts, more studies are called for with different groups of learners in various situations to better understand the issue of english reading anxiety. in addition, further investigation towards strategies to cope with reading anxiety are also necessary for further studies to assist both teachers and students in foreign language reading process. short biography azhari muhlis was born in bandar lampung on september 7th 1992. he is alumnus of indonesia university of education, bandung, indonesia. now, he is a master graduate student of english education department at sebelas maret university, surakarta, indonesia. the writer’s main interest is doing research related to foreign language acquisition. in this opportunity, the english franca vol 1 no 01 tahun 2017, stain curup page 42 p-issn 2580-3670, e-issn 2580-3689 writer of this paper is interested to publish an article entitled “foreign language reading anxiety among indonesian efl senior high school students” that will be published in english franca: academic journal of english language and education of stain curup. references ahmad, i. s., al-shboul, m. m., nordin, m. s., rahman, z. a., burhan, m., madarsha, k. b. (2013). the potential sources of foreign language reading anxiety in a jordanian efl context: a theoretical framework. english language teaching, 6(11), 89110. doi: 10.5539/elt.v6n11p89. al-shboul, m. m., ahmad, i. s., nordin, m. s., rahman, z. a. (2013). foreign language reading anxiety in a jordanian efl context: a qualitative study. english language teaching, 6(6), 1-19. doi: 10.5539/elt.v6n6p38. brantmeier, c. (2005). anxiety about l2 reading or l2 reading tasks? a study with advanced language learners. the reading matrix, 5(2), 67–85. retrieved from cbrantme@artsci.wustl.edu. brown, d. (2007). principles of language learning and teaching (5th ed.). united states of america: pearson longman. creswell, j. w. (2009). research design: qualitative, quantitative, and mixed methods aprroaches. los angeles: sage. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative, and qualitative research. (fourth edition). united states of america: pearson education. inc. horwitz, e.k. (2001). language anxiety and achievement. annual review of applied linguistics, 21, 112-126. horwitz, e.k., horwitz, m.b., & cope, j. (1986). foreign language classroom anxiety. the modern language journal, 70(2), 125132. retrieved from http://www.jstor.org/stable/327317 huang, h.y. (2001). chinese university foreign language students’ anxiety about reading in english. (doctoral dissertation). retrieved from proquest dissertation and theses. (umi 3051922) mailto:cbrantme@artsci.wustl.edu http://www.jstor.org/stable/327317 english franca vol 1 no 01 tahun 2017, stain curup page 43 p-issn 2580-3670, e-issn 2580-3689 jalongo, m. r., & hirsh, r. a. (2010). understanding reading anxiety: new insights from neuroscience. early childhood education journal, 37, 431-435. doi: 10.1007/s10643-010-0381-5 kim, h.o. (2012). factors associated with foreign language reading anxiety in the university academic setting. english language and linguistics, 18 (2), 27-48. retrieved from hokim67@ajou.ac.kr kuru-gonen, s. i. (2007). l2 reading anxiety: exploring the phenomenon. in k. bradford-watts (ed.), jalt2006 conference proceedings.tokyo: jalt. kuru-gonen, s. i. (2009). the sources of foreign language reading anxiety of students in a turkish efl context. paper presented at the 5th wseas/iasme international conference on educational technologies (edute' 09), spain. liu, y. h. (2011). syntactic differences and foreign language reading anxiety: an investigation of taiwanese university students. (unpublished doctoral dissertation). the ohio state university, columbus, ohio, united states. rajab, a., zakaria, w.z.w., rahman, h.a., hosni, a.d., hassani, s. (2012). reading anxiety among second language learners. procedia – social and behavioral sciences, 66, 362-369. saito,y., horwitz, e.k, & garza,t.j. (1999). foreign language reading anxiety. the modern language journal, 83, 202–218. sellers, v. (2000). anxiety and reading comprehension in spanish as a foreign language.foreign language annals, 33, 512–521. utami, b.a.p. (2007). reading anxiety of the students of management economics faculty of sanata dharma university. (unpublished bachelor’s paper). sanata dharma university, yogyakarta. wu, h. j. (2011). anxiety and reading comprehension performance in english as a foreign language. asian efl journal, 13(2), 273-307. young, d. (2000). an investigation into the relationship between l2 reading anxiety and l2 reading comprehension, and self– reported level of comprehension topic familiarity features of an l2 text and reading ability in the l1 and l2. current research on the acquisition of spanish (eds.). ron leow & cristina sanz. summerville: cascadilla press. mailto:hokim67@ajou.ac.kr english franca vol 1 no 01 tahun 2017, stain curup page 44 p-issn 2580-3670, e-issn 2580-3689 zbornik, j. (2001). reading anxiety manifest itself emotionally, intellectually. retrieved from http://www.lakewoodcityschools.com. zhao, a. (2008). foreign language reading anxiety: investigating english-speaking university students learning chinese as a foreign language in the united states. electronic theses, treatises and dissertations. retrieved from http://diginole.lib.fsu.edu/etd. english franca : academic journal of english language and education vol. 3, no. 2, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali irah khoiriyah azzahra institut agama islam negeri (iain) curup irahkhoiriyah@gmail.com abstract this is a descriptive qualitative research that explores about nonperson deixis words in surah al-baqarah translated by abdullah yusuf ali, which concern in context reference meaning of pragmatics analysis. the data of this research was taken from 222 verses that consist of non-person deixis. the technique off collecting data is document analysis that uses pragmatics analysis approach. the collected data were checked by an informant. the technique of analyzing data is by managing, reading the script, classifying the data, describing, and interpreting. then checklist for instrument was built of levinson’s theory. the result of this research presents that 1) there are four types of non-person deixis used in surah al-baqarah translated by abdullah yusuf ali namely place deixis, time deixis, social deixis, and discourse deixis. 2) there are 452 references of non-person deixis used in surah al-baqarah translated by abdullah yusuf ali (the detail in chapter iv of this research). 3) there are context reference meaning in every deictic word in surah al-baqarah translated by abdullah yusuf ali that analyzed. so that the readers should have deep understanding about the representation of pragmatics especially the non-person deixis to analyze the context reference meaning in al-qur’an english translation. keywords: pragmatics, deixis, al-qur’an english translation introduction according to levinson, pragmatics study is about the relation between language and context which the relations are relevant to the meaning and the structure of language (levinson, 1983). there are many words that have different meaning, concept and reference. some words have clear semantically meaning but no specific meaning pragmatically because the reference is not constant. for examples, some mailto:irahkhoiriyah@gmail.com 198 | english franca, vol. 3, no. 2, 2019 pronouns like that, this, those, these, or temporal terms such as now, yesterday or phrases cannot be defined the reference clearly. for understanding the meaning pragmatically, yule divided the coverage of pragmatics into five elements those are presupposition, implicature, entailment, speech act, and deixis (yule, 1996). therefore, deixis appears for this kind of problem. they are used to locate actions in a time frame relative to the present. deixis is a word which its referent always moves depending on the time and space of uttering the word. it is also stated that deixis is a part of pragmatics that has connection with certain word or sentence that changes because of the context. deixis refers to a word which the referent is unstable and variable, depending on who is the speaker, where and when it is uttered (khalili, 2017). the change of context in a sentence is often caused by the change of situation including personal, time and place (levinson, 1983). the term deixis applies to the use of expressions in which the meaning can be traced directly to features of the act of utterance; when and where it takes place, and who is involved as speaker and as addresser. levinson states that deixis is the single obvious way in which the relationship between language and context is reflected in the structure of themselves. deixis cannot be utterly recognized without he added contextual information (khalil, 2017). levinson divided deixis theory into five types: person deixis, time deixis, place deixis, discourse deixis, and social deixis (levinson, 1983). occasionally, when reading al-qur’an, the readers can find some confusing meaning of the words such as the meaning of word that that could be depended on the situation in the utterance that point to a specific thing. as the explanation before, the readers can understand about the meaning easier if the readers know about the context. it was be found the difficulty of interpreting what is uttering or to what the utterance is uttered, especially in the al-qur’an. in this research, researcher choose to analyze the deixis of surah al-baqarah because the content of surah al-baqarah covers the whole explanation in al-quran briefly and the prophet muhammad (s.a.w) highlighted many of its benefits in general and some of its specific benefits. yusuf qardhawi said that al-quran is a divine book originally as a guide to all muslim and revealed to the prophet muhammad. further, qardhawi explained that al-qur’an is the holy book that contains various teachings, including the irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|199 iman as a guide to know and trust the essentials of allah (qardhawi, 2008). in addition, some meaning of al-qur’an is context dependent that the reference can be only known by seeing the context of utterances. in this research, the writer reveals the translation of al-quran which is translated by abdullah yusuf ali as the field of the research. there are some facts that show why yusuf ali’s work is not doubted by the people. firstly, abdullah yusuf ali is a famous al-qur’an translator who transfers the meaning of al-qur’an into english. secondly, al-qur’an is the holy book that each sentence is not needed the right grammatical sentence and no similarities with the other books. thirdly, abdullah yusuf ali is an intellectual moslem. king fahd abdul aziz stated that abdullah yusuf ali was consequently chosen for its distinguishing characteristics, such a highly elegant style, a choice of words close to the meaning of the original text, accompanied by scholarly notes and commentaries. he is also an arabic linguist that also master at english. it can be concluded that the product is accurate, acceptable and readable (ali, 2007). finally, the reasons about his translation that is not criticized by experts or people are important of the research. thus, the writer is interested to analyze abdullah yusuf ali’s work, especially which is about the nonperson deixis used in al-qur’an, in the english translation one. this research is very important to be done, because al-qur’an has a complex meaning that must be learned deeply if someone is interested in learning the context meaning. on the other hand, the writer realizes that to comprehend the meaning in english translation, especially for the people who are not in the field of learning about al-qur’an, it is needed a simple way of knowing the meaning of the surah in al-qur’an. this research provides the way for the reader to know simply the meaning of surah al-baqarah by using pragmatics deixis as the word in pointing via language. beside that, this is very applicable field, because deixis word can be used in teaching and learning of education. the teacher or lecturer can take examples of deixis from al-qur’an. theoritical framework the notion of pragmatics 200 | english franca, vol. 3, no. 2, 2019 pragmatics is the study of the relationship between language and the context, which is a basis in understanding the meaning of language. it is dealing with language use and the relationship between language form and language uses. kreidler states (kreidler, 1998) that pragmatics is another branch of linguistics that is concerned with meaning. the focus of pragmatics analysis is on the meaning of words or sentence. in addition, yule states (yule, 1996) that pragmatics is the study about the relationship between linguistics form and the use of linguistic term. further, the theory of deixis is a part of pragmatics and a part of what have been called linguistics performance. the notion of deixis hatch states that the word deixis is derived from the greek “deicticos” means to show” or to indicates. deictic (noun of deixis) is used to devote to those elements in language that referred directly to the situation. according to evelyn hatch, deictic terms are used to refer to ourselves to others and object in our environment (hatch, 1995). they are used to locate actions in a time frame relative to the present. deictic terms show social relationship, the social location and individuals in relation to others. karl bühler states that deictic words are words with a reference point that is speaker-or writer-dependent and is determined by the speaker’s or writer’s position in space and time (renkema, 2004). based on the definitions above, the writer concludes that deixis refers to word in which it is referred or its pointing is always moving or changing depends on the speaker, place, and time of utterance. moreover, the meaning is still relevant with the context. kinds of deixis levinson identified five major types of deictic markers (cruse, 2000): person deixis, place deixis, time deixis, discourse deixis, and social deixis. a. person deixis person deixis is a word that has functions as personal pronoun. person deixis related with personal pronoun, if its reference which is used appropriate with the context is being used. person deixis is commonly expressed by pronouns, possessive affixes of nouns, agreement affixes of verb. person deixis clearly operates on a basic three irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|201 division, exemplified by the pronouns for first person, second person, and third person (yule, 1996): 1) first person deixis contains of singular pronouns (me, myself, my, mine) and plural pronouns (i, we, us, ourselves, our, ours, am). 2) second person deixis contains of you, yourself, yourselves, your and yours. 3) third person deixis contains of he. she, they and suffix –s. b. place deixis a. according to levinson, place deixis concerns the encoding of spatial locations relative to the location of the participants in the speech. the most importance of locational specification in general can be gauged from the fact that there seem to be two basic ways of referring to object by describing or naming on the one hand, and by locating them on the other. place deixis can be seen from the use of demonstrative pronouns and also can be seen from demonstrative adverbs of place. it can be proximal (close to the speaker) or distal (away from the speaker). meanwhile, givon states that verb ‘go’ and ‘come’ is also categorized as place deixis. verb ‘come’ as movement close to the location of speaker and verb ‘go’ as movement away to the location of speaker. based on the definitions above, place deixis can be reflected as the words refer to the location of speech events, and deal with the distance either proximal or distal of speaker’s location. c. time deixis b. according to levinson, time deixis refers to the time which relative to the time of speaking or an utterance that spoken (levinson, 1983). it is important to distinguish the moment of utterance (or inscription) or coding time (cd) from the moment of reception or receiving time (rt). to interpret this expression, the time of the utterance should be known. if it does not happen, the speaker or even hearer will not know if it is a short or a long utterance ahead. d. social deixis social deixis is use to code social distinctions that are relative to the participant role in social relationship between speaker and addressee or speaker and some reference (levinson, 1983). 202 | english franca, vol. 3, no. 2, 2019 while, fillmore in levinson states that deixis is concern with the aspect of sentence, reflect, establish or determined by certain realities of the social situation on which the speech act occur (levinson, 1983). further, hatch states that social deixis is code to know social relationship between speaker and addressee or audience (hatch, 1995). the categories are honorifics, title of address, vocative and pronoun. she also states that there are two tend of social deixis. 1) absolute deictic are forms uniformly attached to a social role (e.g. “your honor” or “mr. president”). absolute deictic may involve more than just little title. 2) relational deictic term after absolute term is to locate person in relation to the speaker rather than their roles in society as a whole. in english, relational deictic may be lexical term (e.g. my husband, cousin, and teacher), pronoun (you and her) or particles. e. discourse deixis a word can be said as discourse deixis if that word refers to certain part of that text. it is where reference is being made to the current discourse. the words of discourse deixis must contain an explicit performative sentences of gesture or symbolic which draws the attention of the addressee to the referent in the situation of utterance. the use of discourse deixis is also referring to certain text that contains the utterance as a signal and its relation to surrounding text. the implications of discourse in language were described by fairclough argues that language as a social practice has three implications, namely: (1) discourse cannot be separated from society, (2) discourse is a social process, and (3) discourse processes according to conditioned state in society (anshori et al, 2019). robert de beaugrande has formulated seven criteria for textuality, that is, criteria that a sequence of sentences must meet in order to qualify as a discourse (renkema, 2004). 1) cohesion is the connection that results when the interpretation of a textual element is dependent on another element in the text. 2) coherence is the connection that is brought about by something outside the text. this “something” is usually knowledge which a listener or reader is assumed to have. irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|203 3) intentionality means that writers and speakers must have the conscious intention of achieving specific goals with their message, for instance, conveying information or arguing an opinion. 4) acceptability requires that a sequence of sentences be acceptable to the intended audience in order to qualify as a text. 5) informativeness is necessary in discourse. a discourse must contain new information. if a reader knows everything contained in a discourse, then it does not qualify. 6) situationality is essential to textuality. so, it is important to consider the situation in which the discourse has been produced and dealt with. 7) intertextuality means that a sequence of sentences is related by form or meaning to other sequence of sentences. in discourse studies most attention has been paid to the first criteria of cohesion and coherence, sometimes taken together as connectivity. cohesion is usually defined as connectivity that as literally detectable by synonyms and pronominal. coherence is the connectivity that can be inferred from the discourse by the reader or listener (renkema, 2004). reference the philosophical problem of ‘referring’ brings serious consequences not only for the theory in linguistics, but also for the using of the language because reference is not least a pragmatic problem. the language is used to refer to person and things, directly and indirectly. a correct form of reference is needed to establish who a purpose of reference in the topic is. according to bühler, ‘unambiguous reference’ is what the logics demand of language. in the same spirit, some of the latter in all sincerity proposed that the words should be abolished with ‘unclear reference’ as ‘i’ or ‘you’, because there is no way of checking whether they correspond to something ‘out there’ as a proper. therefore, all pointing expressions have to be related to the uttering person, particular place and at a particular time involves that is linguistic categories as person, place and time. this origin is base line of proper pragmatic meaning in referential context: who is ‘i’ that is speaking, where does ‘he’ or ‘she’ speak from, at what point of time? 204 | english franca, vol. 3, no. 2, 2019 quran english translation hanafi states that quran is a set of allah’s commandments which are conveyed by gabriel to muhammad as the guideline for people in the universe (hanafi, 2009). from those definitions, the researcher concludes that quran is allah’s vision which is received by muhammad and used for people’s ways of life to reach the happiness in the world and the great beyond. in this research, the researcher uses the quran english translation written by abdullah yusuf ali. based on kaplan and wierzbicka, they accentuate that the encountered phenomena as regards the use of language in both spoken and written discourses are always relatively interwoven (morganna, 2019). surah al-baqarah surah al-baqarah (البقرة "the cow") is the longest surah in alquran. surah al-baqarah includes a madani surah and in accordance with the order of its collection and arrangement in the manuscripts included as the second surah. the terms of the order revelation, surah al-baqarah is 87th surah that were taken down and the first surah of the madani. surah al-baqarah is the largest surah in al-qur'an (includes 286 verses) which covers approximately 2/5 overall juz or section in alquran and also the longest verse (verse din/tadayun/mudayanah)in which there are 286 verse also included in this surah. the number of words in this surah is 6156 and letters is 26256. this surah provides the seven crucial things for muslims and covers the whole content of al quran. that is about types of people, allah’s power, warning from allah to the children of israil, ka’bah and kiblat for muslim, law in islam, the prophets, and wealth and the law. because of the beneficial in this surah, the researcher wanted to analyze the contextual meaning of al-quran translation that is really important for muslim to know. in this research, the researcher uses surah al-baqarah translated by abdullah yusuf ali as surah that told more about faith, believers, the obligation of muslim, and pray of muslim. previous related study review of related research is a review of the previous research that was currently suitable with this research. there are some researchs irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|205 have been done by other researchers before. in this part, the writer used three related researches which had been conducted. first, a research entitled “a pragmatics analysis of deixis used in english translation of bukhory hadith” by emi wijayanti (emi, 2011). she classified the types of personal deixis to describe the referent of personal deixis, and to classify the functions of personal deixis that is used in english translation of bukhari hadith. then, in describing the referent of personal deixis, she employed reported speech theory by hurford and brendan. the second research is entitled “discourse analysis of reference for allah and muhammad word used in al-quran and hadits english translation of shalat topics” by mashita arianie. she analyzed the reference for allah and muhammad word used in al-qur’an and hadits english translation and the type of references for allah and muhammad word that translator uses in al-qur’an and hadits english translation. then, the data were analyzed based on the type of reference based on michael mccharty’s theory (arianie, 2013). the third research is “discourse analysis of the nikmat word in the verse fabiayyi aalaa irabbikumaa tukadzibaan” of the chapter in surah ar-rahman” by nur hafiza. the problem of her research were what are the words used to represent nikmat word in “fabiayyi aalaa irabbikumaa tukadzibaan“, why does the nikmat word in“ fabiayyi aalaa irabbikumaa tukadzibaan “ is represented in different words and what function of “fabiayyi aalaa irabbikumaa tukadzibaan “ sentence used in surah ar-rahman. then, the data were analyzed based on the type of reference based on siti annijat maimunnah’s theory (hafiza, 2015). by looking into the previous researches, the writer took this research about non-person deixis that contains of place deixis, time deixis, social deixis, and discourse deixis. this research is different from the previous above because the first is this research focused on nonperson deixis from levinson’s theory while the previous research from yule’s theory about person deixis. the second, it can be seen that the object of this research was al-quran english translation from abdullah yusuf ali’s work. the last the writer conducted in this research to represent about non-person deixis that never be taken by other researcher. research methodology 206 | english franca, vol. 3, no. 2, 2019 research design the kind of this research is descriptive which is presented in qualitative way and the field of language research is in linguistic field. the writer uses qualitative design because the data collected in the research were description. the writer would analyze the non-person deixis and find the meaning of context related to the sentence. the term descriptive comes from “to describe”. it means describing something like condition, circumstance, situation and activity. arikunto states (arikunto, 2010) “descriptive research purposes to collect information about an indication is real condition tendency when the research done”. the writer tried to understand and explore about non person in deixis in surah al-baqarah translated by abdullah yusuf ali. this is a descriptive style because the analyzing of data is described verbally. this research is presented in qualitative way. bogdan and taylor defined qualitative research is one of research procedures and result descriptive data in the form of words or utterances (bogdan, 1992). this research is a deixis analysis. deixis is a part of pragmatics that has connection with certain word or sentence that changes because of the context. the change of context in sentence is often caused by the change of situation including personal, time and place (levinson, 1983). this research focused on nonperson deixis that is used in surah albaqarah translated by abdullah yusuf ali. hence, the writer analyzed the place deixis, temporal deixis, social deixis and discourse deixis in surah al-baqarah that appears. object of the research the object of this research is which the source of the data is english translation al-qur’an translated by abdullah yusuf ali in surah al-baqarah. surah al-baqarah is the largest surah in al-qur'an (includes 286 verses) which covers approximately 2/5 overall juz or section in alqur’an and also the longest verse (verse din / tadayun / mudayanah)in which there are 286 verse also included in this surah. the number of words in this surah is 6156 and letters is 26256. this surah provides the crucial thing for muslims and covers the whole content of al quran. irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|207 because of the beneficial in this surah, the writer wanted to analyze the contextual meaning of al-qur’an translation that is really important for muslim to know. in this research, the writer uses surah albaqarah translated by abdullah yusuf ali as surah that told more about faith, believers, the obligation of muslim, and pray of muslim. the writer chose this surah because surah al-baqarah is a representative of other surah and the longest surah in al quran that contains 286 verses. albaqarah consists of many deixis that need to be analyzed. there are 452 non-person deixis words have been found in surah al-baqarah. analyzing this surah will found the meaning of non-person deixis used. informant of the research in this research, the writer needs informant in order to get the valid data to check the accuracy of the corpus to make deep comprehension about the pragmatics analysis of deixis in surah albaqarah translated by abdullah yusuf ali. to check the accuracy of data from researcher to informant, researcher will use interview. interview is an important way for a researcher to check the accuracy of data and to verify or refute the impression he or she gained through observation (jack et al 1932). in this research, the writer used semi-structured interview. semi-structured interview is free to talk about she or he deems important with little directional influence from the writer (dowson, 2002). in this research, to do this interview to the informant, he will be given several questions and cross-check the interpretation of deixis analysis in surah al-baqarah translated by abdullah yusuf ali and to reinforced the data that was collected by researcher. besides interview, the writer used field notes. technique for collecting data in this research, researcher is a key instrument. furthermore, the writer used other technique for collecting the data. there is document analysis. document analysis is documents that are interpreted by the writer to give voice and meaning around an assessment topic (jack et al, 1932). the document analysis of this research is al-qur’an. it means that non person of deixis in the quran are the document of this research. the writer collected the data by doing the grand observation on the scripts of the translation of quran surah al-baqarah by abdullah yusuf ali to find the corpus of data. grand observation here means the writer read every verse in surah al-baqarah in al-qur’an, and then read the 208 | english franca, vol. 3, no. 2, 2019 indonesian by using mushaf al-qur’an and terjemahannya by departemen agama ri and english translation by abdullah yusuf ali. in this research, to do this interview to the additional researchers, they would be given several questions and cross-check about the interpretation of deixis in surah al-baqarah translated by abdullah yusuf ali. instrument of the research to analyze the use of nonperson deixis and find the reference in surah al-baqarah translated by abdullah yusuf ali as creswell stated that the instrument of choice in naturalistic inquiry is the human (cresswell, 2007). to support the data, the writer used checklist to find the complete data of deixis use in surah al baqarah translated by abdullah yusuf ali. checklist is a list of subject, factors, strategies and names which are wanted to search. the purpose was to make systematic note. this instrument allowed the writer to get the valid data in other field because the factors that would be searched have been written in checklist. the writer just wrote check (√) in each subject she wanted to observe. the writer makes a checklist about deixis from stephen c. levinson’s theory. the checklist consist the utterance, form of deixis, technique of deixis analysis, the deictic reference, and the reason about deictic reference and sum of the deixis used. the function of raw table is ease to identify of utterance included in place, time, social or discourse deixis by looking the indicators. after the writer completed the raw table, it would get the deictic reference for assuming the contextual meaning of non-person deixis used. technique for analyzing data data analysis is the process of systematically searching and arranging the interview or other materials that accumulate to increase the understanding of them and enable to present what you have discovered to other (bogdan, 1982). the analysis of this study is using deixis analysis technique. after collecting the data, the writer continued to analyze those data. deixis analysis is used to identify the references of non-person deixis word in al-qur’an english translation by abdullah yusuf ali. irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|209 after all process perfectly over, the data of this research was analyzed by using some steps as the following procedures according to gay (apriani, 2017); analyzing of the crosscheck result in arabic language of al-qur’an, next continued to crosscheck in english. if it has finished the data will be analyzed based on the type of deixis based on stephen levinson’s theory. in applying the data, the writer use descriptive qualitative analysis method as follows: 1. data managing the writer manages all data to check and make sure the data was complete from al-qur’an translation in surah al-baqarah. 2. reading the script the writer got all the deixis in surah al-baqarah in al-qur’an english translation. then it was continued by reading the script as stated by hadi that reading is one of skills in english to make readers get information from what they read, and information from a text, it needs a thinking process in order to be able to reach the comprehension (suhermanto, 2019). 3. describing after the writer read and classified the phenomenon of the data from english translation of al-qur’an english translation by yusuf ali, the writer described the data that has collected. 4. classifying the data after the data is gained from the informant about the references of non-person, the writer analyzed the transcription document, read and classify the phenomenon. it would be helping the writer in the research, for example: a. facilitate to identify the research problem: the writer is easier to find all the deixis and identify the reference. b. help the writer arrange the categorization and sub categorization: after the writer find out all the deixis of the reference in pragmatics analysis that consist of person deixis, place deixis, time deixis, social deixis, and discourse deixis. 210 | english franca, vol. 3, no. 2, 2019 5. interpreting the last step is interpreting the writer interpreted about the non-person deixis analysis of reference in surah al-baqarah of alqur’an english translation by yusuf ali. findings and discussions findings types of non-person deixis found in surah al-baqarah translated by abdullah yusuf ali after collecting the data, the writer found from the 286 verses in surah al-baqarah, there are 222 verses consists of deixis and there are 64 verses are none of deixis found. the deixis words consist of the types of non-person deixis in surah al-baqarah were classified based on the types of deixis from levinson. this study finds that place deixis, time deixis, social deixis and discourse deixis occur in surah al-baqarah. from the data, the writer found there are 452 non person deixis from 222 verses that found it consists of 121 data (26,77%) of place deixis, 91 data (20,13%) of time deixis, 129 data (28,54%) of social deixis and 111 data (24,56%) of discourse deixis. the detail explanation will be presented in the following. table 1. the frequency of non-person deixis in surah al-baqarah translated by abdullah yusuf ali no type of nonperson deixis frequency percentage 1. place deixis 121 26,77% 2. time deixis 91 20,13% 3. social deixis 129 28,54% 4. discourse deixis 111 24,56% total 452 100% irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|211 a. place deixis the place deixis is the deixis that concerns the specification of location relative to anchorage points in the utterance. here the writer shows the finding of place deixis word in al-qur’an english translation of surah al-baqarah by abdullah yusuf ali to refer the object by describing or naming and locating via deictic word. there are 121 place deixis found from 451 non person deixis that is analyzed from 221 verses in surah al-baqarah that the words are presented in the table. the words below that are included in the table as the place deixis used in surah al-baqarah. table 2. the finding of place deixis in surah al-baqarah translated by abdullah yusuf ali theme of surah place deictic words distal term proximal term projected term or specific location types of people for alqur’an (verse 1-20) this, these allah’s power (verse 2139) there this, these, here come, bring warning from allah to the children of israel (verse 40-141) there, that, those this, these bring, take, up, go, above, come, behind ka’bah and kiblat for muslim (verse 142-214) that, there this bring, take, where, come law in islam (verse 215252) that this, these take, behind, come the prophets and allah’s power (verse 253tho se, there above, behind, 212 | english franca, vol. 3, no. 2, 2019 260) bring, take wealth and the law (verse 261-286) that take b. time deixis according to levinson, time deixis refers to the time which related to the time of speaking or an utterance spoken. the writer found there are 91 time deixis from 451 non person deixis in 221 verses from surah al-baqarah. the finding of time deixis word in al-qur’an english translation of surah al-baqarah by abdullah yusuf ali is presented in the table below. the time deixis consists of the words that are showed in the table below. table 3. the finding of time deixis in surah al-baqarah translated by abdullah yusuf ali theme of surah time deictic words types of people for al-qur’an (verse 1-20) before, the last day, every time allah’s power (verse 21-39) before, then, time to time, every time, after warning from allah to the children of israel (verse 40-141) a day, nights, then, after, last day, now, a thousand years, every time, the day of judgement, before, soon, the day ka’bah and kiblat for muslim (verse 142-214) then, after, the day, the last day, before, later, the night, dawn law in islam (verse 215-252) the last day, last day, after, before the prophets and allah’s power (verse 253-260) the day, before, after, then wealth and the law (verse 261286) last day, the day, then, before irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|213 c. social deixis social deixis is used to code the social distinctions that are relative to the participant and concerns with the aspects of sentence, reflect, establish or determined by certain realities of the social situation on which the utterance occurs. the writer presents the data of social deixis that is used in al-qur’an english translation of surah al-baqarah by abdullah yusuf ali in the table. the writer found there are 129 social deixis from 452 non person deixis in 222 verses in surah al-baqarah that consists of the deictic words below. table 4 the finding of social deixis in surah al-baqarah translated by abdullah yusuf ali theme of surah social deictic words types of people for alqur’an (verse 1-20) lord allah’s power (verse 21-39) guardian-lord, lord, oft-returning, most merciful warning from allah to the children of israel (verse 40141) lord, your maker, oft-returning, most merciful, all pervading, all knowing, glory, my lord, the all hearing, the all knowing ka’bah and kiblat for muslim (verse 142-214) lord, recogniseth, knoweth, oftreturning, most merciful, most gracious, oft-forgiving law in islam (verse 215252) knoweth it well, knoweth, oftforgiving, most merciful, one who heareth, knoweth all things, most forbearing, heareth, exalted in power, wise, knows, sees well, well acquainted, full knowledge, careth, lord the prophets and allah’s power (verse 253-260) the living, the self-subsisting, eternal, most high, the supreme, heareth, knoweth, lord, mighty, wise wealth and the law (verse 261-286) careth, knoweth, lord, free all wants, most forbearing, seeth well, worthy of all praise, careth for all, knoweth 214 | english franca, vol. 3, no. 2, 2019 all things, well acquainted, knoweth it well, hath power over all things d. discourse deixis a word can be said as discourse deixis if that word refers to certain part of the text. the writer found there are 111 discourse deixis from 451 non person deixis in 221 verses of surah al-baqarah translated by abdullah yusuf ali. the finding data of discourse deixis word in al-qur’an english translation of surah al-baqarah by abdullah yusuf ali are presented in the table above. table 5. the finding of discourse deixis in surah al-baqarah translated by abdullah yusuf ali theme of surah discourse deictic words types of people for al-qur’an (verse 1-20) those, these, that allah’s power (verse 21-39) those warning from allah to the children of israel (verse 40-141) those, that, this ka’bah and kiblat for muslim (verse 142-214) those, that law in islam (verse 215-252) those, that the prophets and allah’s power (verse 253-260) those wealth and the law (verse 261286) those, that reference meanings of non-person deixis found in surah albaqarah translated by abdullah yusuf ali the writer found that some kinds of deictic words found in surah al-baqarah translated by abdullah yusuf ali is consists of the words that has some general meaning in every verse. some verses that talk about the topic will refer to the same reference meaning. but, if the topic is different, mostly the reference meaning is depended on the utterance in the verse. here are the general meaning of deictic words in surah albaqarah translated by abdullah yusuf ali. irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|215 table 6. the general meaning of the reference of non-person deixis in surah al-baqarah translated by abdullah yusuf ali the deictic word type of non-person deixis general meaning place deixis time deixis social deixis discours e deixis that    the meaning of that in the surah mostly refers to the people  the meaning of that could be depended on the situation in the utterance that point to a specific thing this  this mostly means the singular thing that is pointed in the utterance that the thing is kind of proximal term or close from the speaker these  this mostly means the plural things that pointed in the utterance that the things are kind of proximal term or close from the speaker those  the meaning of that in the surah mostly refers to the people 216 | english franca, vol. 3, no. 2, 2019 here  the meaning of here mostly point to the specific close place depend on the utterance there  the meaning of here mostly point to the specific far place depend on the utterance come/g o/bring/ take/be hind/up /above  the meaning of these deictic words are depended on the utterance in the verse before  before mostly means all of the past that has been happened that allah knows even the people did not know after  after mostly the future that will happen that allah knows, and the people did not then  then mostly means the time what will happen next if the people do something the last day  the last day means the judgement day when the earth has been broken lord  lord means allah now  now mostly means the current time of the utterance that irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|217 depends on the situation in the verse later  later mostly means the time that will come soon  soon means the time that will come discussions the data that have been analyzed by the writer are processed and presented on the table in the findings. in this part, the writer provides the description of reference meaning of non-person deixis in surah al-baqarah that talk about faith, believers, the obligation of muslim, and pray of muslim. the discussion contains of the translation of al-baqarah that is translated by abdullah yusuf ali below to answer the research question. types of non-person deixis in surah al-baqarah translated by abdullah yusuf ali a. place deixis place deixis or spatial deixis word indicates location in space relative to the speaker. from the seven themes in surah al-baqarah translated by abdullah yusuf ali, the writer found and classified the place deixis in the table in finding. it can be seen from the table above that there are three terms of place deixis occur in this surah those are distal term, proximal term, and projected term or specific location. b. time deixis time deixis indicates the timing of an event relative to the time of speaking (cruse, 2006: 179; 2006: 321). from seven theme of this surah, the writer found and classified the time deixis. from the table in finding, it can be seen that time deixis occurs in this quran translation. c. social deixis 218 | english franca, vol. 3, no. 2, 2019 social deixis is to indicate the position of the referent on the scales of social status and intimacy relative to the speaker (cruse, 2006: 166). based on the explanation, the writer concludes that social deixis is mostly used in surah al-baqarah translated by abdullah yusuf ali. the use of social deixis indicates social status and intimacy relative to the people in the relation to allah. d. discourse deixis discourse deixis refers to such matters as the use of “this” pointing of future discourse elements. the use of discourse deixis is also referring to certain text that contains the utterance as a signal and its relation to surrounding text. from the table in finding, it can be found that all the theme in surah al-baqarah translated by abdullah yusuf ali use discourse deixis. reference meanings of non-person deixis in surah al-baqarah translated by abdullah yusuf ali in this part, the writer shows the reference meaning of deixis types that are used in every theme in surah al-baqarah translated by abdullah yusuf ali. the core purpose of this part is to answer the second question which has been presented in chapter i. related to the problem statement of this research the writer consults the theory from levinson. according to levinson, there are five kinds of deixis and four of five deixis are non-person deixis those are place deixis, time deixis, social deixis, and discourse deixis. the writer also found this kind of nonperson deixis in surah al-baqarah translated by abdullah yusuf ali. conclusion there are four types of non-person deixis analyzed in surah albaqarah translated by abdullah yusuf ali those are place deixis, time deixis, social deixis, and discourse deixis. firstly the writer found the frequency of non-person deixis in this translation that there are 452 data of non-person deixis found in surah al-baqarah translated by adullah yusuf ali which contain deixis based on levinson’s category. from the data, the writer found 121 data (26,77%) of place deixis, 91 data (20,13%) of time deixis, 129 data (28,54%) of social deixis and 111 data (24,56%) of discourse deixis of discourse deixis. secondly, the writer found that some data has the same reference such as lord that irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|219 always be referred to allah, and the others have different reference such as those mostly referred to the people but in the different setting and different meaning. the writer concluded that the deixis is useful to describe the function of place, time, demonstrative, lexical feature which is connecting the utterance with relation of space and time. by using this research, the next researcher can understand about the interpretation of deixis. for instance, the next researcher can focus examining one of deixis types by using different object. it is also challenging if the next researcher can connect the theory of deixis with the other studies. additionally, the writer suggests for being carefully on the references of the deixis used in the al-qur’an translation. by using this research, the next researcher can understand about the interpretation of deixis. besides the deixis, the next researchers can also conduct the same surah but different field such as speech act or another field. references ali, a.y. 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(1996). pragmatics. new york: oxford university press. 222 | english franca, vol. 3, no. 2, 2019 empty page english franca : academic journal of english language and education vol. 4, no. 2, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: http://dx.doi.org/10.29240/ef.v4i2.1818, page 85-114 localized english for ngapak javanese speakers as language instruction agus husein as sabiq iain purwokerto, central java, indonesia husein@iain.purwokerto.ac.id abstract this study aimed to investigate the use of local dialect as language instruction in the english classroom and its demotivating factors for ngapak javanese speakers. there were four english teachers and 132 students from four schools in the ngapak javanese community participating in this research by semi-structured interviews and questionnaires. the findings showed that local variety influenced students’ phonological features, stressing, and intonation. the teachers were indicated having positive attitudes toward the use of local dialect of english. however, they provoked the students to use bahasa indonesia as their second language in switching and mixing the code in the teaching and learning process. lack of vocabulary mastery was also one of the obstacles faced by the teachers. teachers' perception of the most appropriate implementation of language instruction, teaching strategies, learning resources, and media may lead them to deliver the instruction properly and effectively in improving students’ proficiency. ngapaknese english could be suggested as a pedagogical implication in the sense of western central java because it is more popular, feasible and practical for students. it also has realistic values in classes, including inspiring students to practice speaking, feasible and cost-efficient. keywords: ngapaknese english, language instruction, world englishes introduction english is considered to be among the most major languages in most countries. there are several causes why english is so crucial to master. one of the causes for this is that english is spoken as the first mailto:husein@iain.purwokerto.ac.id 86 | english franca, vol. 4, no. 2, 2020 language in many countries. and then, it's because of the advanced technology that english is used in our lives. even in non englishspeaking countries, people use it for education, tourism, and business. for these purposes, english is used in most countries. in indonesia, english is taught in most schools, so that anyone can learn english as well as native speakers. in indonesia, especially in java, three great ethnics have greater influential power than others. they are javanese, sundanese, and betawi. but javanese has the greatest power to influence national socioculture thus, non-javanese indonesians sometimes argue that javanese imperialism substituted the dutch version (anderson & keeler, 1988). errington (1995, stated in conners and klok, 2016) suggested that local vernacular varieties of indonesian and regional languages have typical connections with close interpersonal interaction in the indonesian sense. some regional languages, such as javanese, have both structured and localized dialects, and these dialects often have typical connections of close social ties but less intense public relations. javanese as an austronesian language family, west polynesian malay is one of the regional languages in indonesia with a large number of speakers. the javanese language ranks 11th among 6.703 languages in the world for the number of speakers, which is 80-100 million speakers (hidayat, 2006). in each region, the javanese language evolves in accordance with the geographical conditions and conditions of the javanese speakers themselves, such as the mobility of the population and the communicative relations of the javanese speakers in the speech area with other speakers in the same speech area. this phenomenon causes javanese to develop into several dialects. soedjito points out that the javanese language has a variety of geographical dialects, such as the banyumas dialect (ngapak), surabaya, solo, osing, and samin (soedjito, 1986). back then, even though english is taught in almost all over the schools in indonesia, there are some problems for indonesian people in learning english. one of the problems is because of the poor teaching quality, either with pedagogical knowledge, content knowledge, or both (rosser, 2018; zulfikar, 2018). indonesia has so many different races, agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 87 ethnicities, cultures, languages, and even accents. they are spread out in every district and region. moreover, there are some indonesians who only speak with their local languages, such as ngapak javanese speakers. there are some of the ngapak javanese speakers who can speak bahasa indonesia as the national language but not fluently and it is merely used in a formal situation. these must be problems for ngapak speakers to learn other languages because they are accustomed to using their first language for daily communication. language ability can affect by language environment (apriani, 2019). almost everyone needs english. english conversation is one of the activities that students do in their lives (wardhana, et.al, 2020). nowadays in indonesia, most people want to learn english and want to speak english fluently.. in some regencies of central java like banyumas, kebumen, cilacap, banjarnegara, purbalingga, and tegal, the majority of the people speak with a bold accent and clear vocal, which is often called "basa ngapak” or ngapak javanese in which the accent is used in english speech. it is one of the javanese dialects that has uniqueness in the pronunciation of vocals 'a' being very steady, firm, straight, and not halfcentered. ngapak dialect speakers amounted to 12 million to 15 million inhabitants. it is just an option whether they should speak other languages with their accent, or speak like english native speakers. regional language diversity and its dialects will possibly influence english preference as it emphsizes effective communication among the speakers (y. kachru, 2008; tegegne, 2015). for ngapak javanese speakers, for example, they will speak javanese english but using the features of the western central java dialect. most of esl or efl learners encounter many problems when it comes to learning the target language experienced in both the written and spoken modes. one of the problems is that the learners get to process hard in perceiving different speech sounds from the exposures in a foreign language. flege (1988) employed the phrase “speech learning” to refer to these processes. phonological and phonetic influences are reported as sound system problems between l1 and l2 underlining similarities and differences. thus, the difficulties in perceiving perceptual contrasts between the l1 and l2 are 88 | english franca, vol. 4, no. 2, 2020 characterized as a failure to attend to the phonetic cues for proficient speakers of the l2 (contreras, 2018). in kenya, most of the students have been facing many problems in perceiving the l2 languages due to the mother tongue dialect. the kenyan learners have the problems in revolving around the place and development of local indigenous languages (kioko & muthwii, 2003). similarly, njeru (2013) noted that kiembu speakers in kenya have also many phonological errors in writing the words due to the existing difference between english orthography and pronunciation. she said that kiembu's graphic medium corresponds to kiembu's pronunciation, which is different from the english pronunciation. in addition, the majority of teachers in kenya are local speakers of languages. it causes them to experience several problems when teaching the language. thus, teachers’ pedagogical competencies have serious effects on students learning the english language. non-native teachers of english are shown having problems by making incorrect pronunciation, using first language accent, and lack of requisite skills in english language teaching and learning. most teachers who teach english for primary school students do not master english skills well and consequently contribute to the perpetuation of english language errors among the learners (melchers & shaw, 2011). several studies have been conducted in exploring the effects of ngapak javanese in english language acquisition. purnama (2018) concluded in his research that students’ first language affected their english language performance both in oral and written forms. also, students’ environmental background influenced their performances in oral and written english. gender differences, age, and language choice became other factors in acquiring the english language and performances. furthermore, dewi et.al (2017) investigated the effect of brebes javanese dialect (jbd) on students' pronunciation. they concluded that brebes javanese dialect brings a harmful transition toward students’ pronunciation on the vowel sound [ɪ], and diphthong [aɪ], [eɪ], [ɪə], and[ɔɪ]. however, it offers a great transition to the consonant sounds final [d], final [b],and final [g]. but, there is no switch to the initial english cluster/spr/, /str, and//st/. agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 89 another research was done by aditriyani (2014) who tried to explore teachers’ attitudes towards local varieties of english used by the students in central java. she suggested that javanese english was approved by most of primary schools teachers, although teaching sustainability at higher educational levels remained uncertain. she said that the english varieties used in indonesia can be indonesian english, regional english, or localized english. the former is characterized by the impact of bahasa indonesia while the second is characterized by the impact of regional languages, and the last is distinguished by the impact of regional dialects. an investigation into the degree to which junior high school teachers are determined to accept javanese english as the language instruction in their english classrooms would be valuable. the fundamental focus of this research is to investigate the teachers’ attitudes toward the use of local dialect in english classrooms. from this focus, there are also two additional research questions, both are: a. what are the demotivating factors in teaching english for the students with bold local variety? b. how suitable is the use of local dialect in english as language instruction in english language teaching for ngapak javanese learners? theoretical framework world englishes since english has become knowns as international or global language, the demand of english makes many researchers interesting to investigate its developments and changes among international communities. as a result, english is used in different styles of englishes from different communities around the world to communicate (lee, 2012). kachru (1992) proposed three concentric cyrcles of englishusing world, namely inner cyrcle, outer cyrcle, and expanding cyrcle. the inner circle belongs to native-english-speaking nations, such as the united kingdom and new zealand, which use english as their main language and are either normative or endocentric. the outer circle 90 | english franca, vol. 4, no. 2, 2020 contains those countries where english has been distributed as a second language by colonization, such as india, malaysia, and zimbabwe. the expanding circle includes countries where english is considered a foreign language, such as china, indonesia, and thailand. hence, the term world englishes is defined as an immersion of varieties of english, especially in non-western settings, such as the countries in outer cyrcle and expanding cyrcle. kirkpatrick (2011) stated that such varieties of english can be easily recognized by its distinctive pronunciation features and vocabulary preferences. speakers of world englishes use english in their own ways to express their cultural identities and pragmatic norms (amalia et al., 2017; farrell & martin, 2009; kirkpatrick, 2011; mareva et al., 2016). malaysian and singaporean people let the other speakers to know their identities when they use english with their own accents or dialects (crismore et al., 1996). world englishes are identically characterized by code-switching and code-mixing (amalia et al., 2017; lee, 2012; li, 2009a; mareva et al., 2016). this is natural since world englishes speakers around the world are multilinguals who have learned english as an additional or foreign language. they would naturally switch or mix the codes when talking to other people who have the same linguistic backgrounds. this is an effective way to show a common identity (kirkpatrick, 2011; kirkpatrick & liddicoat, 2017). dialect and standard english it is important to understand what english teachers will do with non-standard dialects used in their classrooms. the english teachers have a lot of expectations from the students. most significantly, they have standards of the right writing and speaking of their students. this means that it is challenging for students who have a non-standard english accent. according to holmes (2013), dialect is a collection of speech features that are grouped together and become important for the diversity of each other. richards (2011) described dialect as a variety of languages used in one region of the country or in people associated with a particular social group that differs from other forms of the same language in some words, grammar and/or pronunciation. often a dialect agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 91 is synonymous with a particular accent. the status of a dialect is also granted and becomes the standard variety of an area. on the other hand, standard english is a type of high variety that is commonly used in newspapers and is spoken by educated people. the distinction between standard and non-standard english is similar to the distinction between formal and vernacular languages (aitchison & wardaugh, 1987). it is important to note that, particularly in the educational context, vernacular dialects are incorrect. they are not linguistic disability. having a vernacular dialect does not imply that learning a language is bad or imperfect. in schools, students should be encouraged to develop a standard variety of speaking and writing skills but their vernacular dialects reflect the social identification and linguistic knowledge of individuals (shuchi, 2013). in reality, teaching standard english may have negative implications for language learners (tollefson, 2012). standard english is a native-speaking paradigm that may be unfeasible for many secondlanguage learners (cook, 1999). by idealizing standard english and, subsequently, by devaluing non-standard varieties, some governments and language teachers can actually devalue their own local varieties of english (farrell & martin, 2009). the place of local dialect in efl classroom children typically use their home language to help them communicate what they mean. besides, the presence of the language of the school allows them to understand the world. the vocabularies of the school are more sophisticated and standardized than the vocabulary spoken at home. however, with a school learning environment, it is important to use language informally. the language could be standard english, national language, local dialect or an minority ethnic language (shuchi, 2013). aimey et al. (2005) found out that many people believe that teaching standard english is the teacher’s duty. they also agree that the use of dialect in the classroom is not acceptable. but in reality, the neglect of dialect in education may have an effect on the lack of cognitive development of some students. there are some causes in using dialect or creole in the classroom. there is a connection between standard and non-standard dialects 92 | english franca, vol. 4, no. 2, 2020 because both have rule governed. besides, if we ignore or refuse homespeaking pupils, this can impair their self-esteem and academic achievement. each person has his or her own identity and has the right to preserve and grow his or her mother tongue (aimey et al., 2005). the targeting of native-speaking english skills is not feasible as no research studies have been found to confirm the existence of native-speaking english skills among both second and foreign language learners (morganna, 2019). english local varieties in indonesia indonesians use english language according to their linguistic backgrounds (aziz, 2003; hamied, 2012; yuliati, 2014). several studies have concluded that the discourse features used in articles written by these academics in english and published locally are affected by their linguistic backgrounds (adityarini, 2014; aziz, 2003; safnil, 2013). moreover, hamied (2012) claimed that the linguistic characteristics of english local varieties are distinguished by the impact of hundreds of regional languages throughout indonesia. several other studies have concluded that regional languages have an effect on spoken english used by indonesians (adityarini, 2014; dewi et al., 2017; purnama, 2018). as there a variety of dialects in regional language, the regional language dialect can also affect the english used. a javanese speaker who speaks a western javanese dialect (basa ngapak), for instance, can speak javanese english, but with western javanese features. in indonesia, the english variants may either be indonesian, regional or a local dialectic variety of english (amalia et al., 2017). indonesian english is defined by bahasa indonesia's influence, while regional local english varieties have a territorial dialect effect and local dialects characterize their impact on territorial dialects. there is no hypothesis framework at present that fits indonesia's various dialects. research methodology type of the research this research was categorized as exploratory research that aims to investigate in depth the causes or things that affect the occurrence of agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 93 something and provide a new explanation, discover new ideas, and gain new insight of the target matter or phenomenon (reiter, 2017; stebbins, 2012; swedberg, 2018). this research aimed to explore the form of the problems encountered by the teachers in dealing with dialectical problems in the english classroom and to gain new insight into the use of a local variety of english. the design of research has employed qualitative and quantitative methods that include different research perspectives. for this research, a survey, an observation and a discussion with the teachers were followed by the common collection of data. books, journals and papers from the library have been selected for the study. journals and scholarly papers from educational and academic sources have been compiled. data sources the data of this research was conducted in 4 junior high schools in purwokerto and kebumen regency. the primary data source of this research is english teachers. they were given questionnaires that they have to give their opinions, perceptions, and suggestions. the subjects of this research are suitable selection because the teachers should face the students’ dialectical problems while they teach english. the secondary data source was gathered from classroom observation to conduct the teachers’ treatments dealing with students’ dialectical problems that occurred in english language teaching. techniques and instruments of data collection in gathering the data in this research, it used some techniques and instruments. they were: observation the instruments of direct observation were the form of observation sheet and field notes which are used to record what happened in the classroom. these instruments were also used to observe the teachers’ treatments, language instruction, media, and resources dealing with students’ dialectical problems that occurred in english language teaching. semi-structured interview 94 | english franca, vol. 4, no. 2, 2020 a semi-structured interview is conveyed by delivering a list of questions in the interview guideline, but there is flexibility when and how the questions are asked and how the respondents to answer (edwards & holland, 2013). in this study, the interview was delivered to both the teachers and students. it was used to figure out what the students feel in the english teaching learning process especially in speaking and pronouncing english words. besides, it was used to find out the problems that the students face in undergoing the teaching and learning process. also, interviews were used to find out the information on the teachers’ attitudes toward students’ dialect, their perceptions about the use of local dialect in english, and their treatments dealing with students’ dialectical problems. questionnaire like the interview, the questionnaire was used to gather the data of the teachers’ opinions and suggestions deal with dialectical problems in english. the questionnaire items consisted of 2 questions for personal information of the respondents, 15 multiple-choice questions and 1 open-ended question on attitudes towards the local dialect., attitudes towards students’ dialectical problems, and the improvement of elt for ngapak javanese speakers. data analysis techniques in this research used four stages. those are assembling the data, coding the data, comparing the data, and building interpretation (patton, 1990). the researcher used triangulation technique to compare the results of observation, interviews, and questionnaires to make the data gathered valid and prevent misinterpretation. findings anddiscussion findings participants description in this research, there were four teachers participated in conducting the research data. they were from smp pgri kuwarasan (teacher 1), smp ma'arif kuwarasan (teacher 2), smpn 1 buayan (teacher 3), and smp pgri buayan (teacher 4). all of the teachers have agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 95 been teaching for more than 8 years. they all graduated from the english department from various universities in central java. all of them also have english class in grade eight with 2 meetings per week. besides the teachers, there were also eight students from 4 schools that have been interviewed. in doing observation, the researcher observed four classes from four schools which consisted of 124 students. all of the students were from 8th grade. teaching experiences the results of the interview and questionnaire indicated that the teachers from four schools had been teaching for more than 5 years. the youngest teacher was the teacher from smp ma'arif kuwarasan who had been teaching for 8 years, and the teacher from smp pgri buayan had the longest experience of becoming an english teacher because she started in 1999. it has been 19 years. also, they all graduated from the english department from various universities in java. no teacher graduated from a magister degree. however, they all have ever followed some of the teacher training held by the ministry of education or the ministry of religion. teachers’ perceptions toward tefl in indonesia the teachers had various perceptions about the use of english in indonesian daily activities. generally, they said that english is used in narrow scope such as in the academic field. they thought that the difficulties of learning english were influenced by no use in daily communication. in the indonesian context, they all said that english could be better used in education, media promotion, and business. the following chart described the teachers' perceptions of the use of english in the indonesian context. figure 1. teachers' perception of the use of english in the indonesian context 0 50 100 150 education media bussiness tourism it daily activities 96 | english franca, vol. 4, no. 2, 2020 they realized that english was used by the students only when they were in school especially in english class, so they did not expect too high to students' mastery of english in which they lived in a rural area. it was proved from the result of the questionnaire that half of them thought that english is not really very important in indonesia. in the context of english as a global language, half of them thought that english in indonesia is an as third or additional language, one of them said that english is a second language, and the other one said english as a foreign language. they all felt that teaching english for indonesian students is different from teaching english in neighbor countries like malaysia, singapura, etc. that used english as a second language. however, they believed that the english used in indonesia should be strengthened and not relegated to the context. as mrs. nunik said: researcher : what do you think about the use of english is the same with which is used in our neighbor countries such as malaysia, singapore, australia, etc.? teacher 2 : i think it's quite different. english in those countries used in daily activities, but in indonesia, english is only used in the learning field. regional form in elt process in conducting this research, the use of regional form (in the dialect and the grammar) in english language teaching was the focus of the research. thus, the teachers were asked about it. the teachers answered that the use of the first language made mixed code in communication. the clear influence was in pronouncing the words. they quietly agreed that they can't avoid the use of the first language in their english language teaching. they also believed that forms (in the dialect and the grammatical features) of english used by indonesian people are generally influenced by their regional languages (local dialect). in the form of regional dialect, in this case, it was ngapak dialect; the teachers said that the ngapak dialect was a kind of javanese dialect that had its characteristics. they were born and grew up in ngapak dialect's families and community and so did the students. they realized that the ngapak dialect was a local bold accent of the javanese language. agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 97 ngapak javanese speakers would read english words in the way it was written. so, based on the teachers' opinions, the accent or dialect will affect the students' pronunciation. but honestly, the teacher considered that problem. they thought that there is no matter the dialect used by the students while using english as long as it is understandable. they concerned about meaning delivered by the students not the ways they used the language. however, they agreed to encourage their students to use english in the way they like to do considering the language they use in their daily lives. in the english teaching and learning process, the teachers were asked about their students’ preferences in using the language. they dealt that most of the students still used their first language i.e. ngapak javanese although the teachers always ask them to use bahasa indonesia if they do not know how to say in english. whenever the students used their mother tongues, the teachers would lead them to use bahasa indonesia rather than ngapak javanese. the teachers seemed no matter about mixing code with the students’ mother tongues or bahasa indonesia. however, the teachers said that the intensity of the use of the ngapak javanese dialect might influence the students' english mastery, especially in pronunciation. based on their opinions, ngapak javanese has a thick and clear stressing and intonation, especially in the last syllable. so, generally, the students were influenced by the thick pronunciation, stressing, and intonation. the researcher then tried to get deeper information about using english through the ngapak javanese dialect. the researcher found that the teachers did not matter with speaking english using the ngapak javanese dialect for the beginners as long as the students were easy to understand the target language. researcher : what do you think of speaking english using the basa ngapak dialect? teacher 1 : i think it is good and no matter to be applied. the idea of english speaking based on the environmental context around the students' backgrounds like using the ngapak javanese dialect (ngapaknese english) was also asked for the teachers. they felt it 98 | english franca, vol. 4, no. 2, 2020 could be applied because it was sound good and unique. as a matter of fact, they were no problem to teach english using ngapak javanese dialect for global communication. the use of ngapak javanese in speaking english would become a problem when the listener failed to understand and confused in listening to the ngapak javanese dialect. besides, the students' intensities in using the ngapak javanese dialect would give them a big problem when they meet the native speakers. another problem faced by the teachers in teaching english for ngapak javanese students was vocabulary mastery. the different ways of reading the english written text made the students difficult in memorizing and acquiring new words in english. researcher : do you feel difficulty to speak english? why? student 3 : it is difficult for me because i haven't no much vocabularies and its pronunciation is also quite difficult. as long as the interview, the teachers were asked about the solution done to solve the problems they faced. almost all of the teachers answered that the drilling technique became the most appropriate way to deal with the students' lack of pronunciation and vocabulary. besides, the teachers also used the audiovisual media such as video to reinforce the instruction in the classroom activities. researcher : is there any specific learning media you used to improve learning activities? teacher 3 : i use a video of a native speaker. as a result of the questionnaire, the teachers were asked to choose the most appropriate teaching activities that were best applied to teach english for ngapak javanese speakers. they believe that teaching english for ngapak javanese speakers could be implemented in the following teaching activities such as translation, repetition, playing games, building sentences, retelling. on the other hand, activities such as memorization, role plays, reports, interviews, and singing, were indicated to be valuable use in the english classroom. in taking the advantages of learning resources, the teachers strongly agreed with the use of games, traditional games, traditional clothes, traditional songs, traditional music, quizzes, dolls, gifts, movies, agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 99 short stories, and cds. those resources were indicated as easy to use and find. the available learning resources became a challenge for the teachers in the rural area to deliver the learning materials in their classrooms. they would prefer to choose the easy use of resources. relating to professional competence development, the teachers pointed out that the engagement of the government in developing teachers' competences was very important. by providing workshops, seminars, and training sessions, the teachers could improve their teaching styles and be expected to solve the problems they face in the teaching and learning process effectively. besides the availability of teachers' professional development, the teachers believed that the government should only permit english-based teachers to teach english, especially in high school levels. the last question was about teachers’ opinions in using local language to teach english forms or rules. they strongly disagreed if the use of local dialect applied in teaching english. they encouraged the students to use bahasa indonesia to become the first language in the classroom rather than the local language. but, they tolerated the use of local dialect in speaking english. they thought that language is for communication, as long as the speaker and the listener understand each other speech, it was no problem with the dialect used. discussion teachers’ attitudes toward the use of local dialect the use of local varieties of english was considered as evidence of different phonological features between l1 and english. it was influenced by regional languages used by the speakers. the english teachers were indicated having positive attitudes on the use of local dialect in english speech. the teachers had a good understanding of the position of english in the indonesian context. english is not used in daily communication in the community. it is used in limited areas of the teachers' and students' lives. understanding the position of english in the community would become the basic consideration of designing learning activities including providing learning resources, teaching media, and applying the most appropriate teaching strategies. 100 | english franca, vol. 4, no. 2, 2020 the teachers' treatments toward the students learning process should also consider the students' environmental backgrounds. the language they use daily would affect the proficiency of the target language. so, in the english classroom, the use of the first language or even the local language may occur in the process. the teachers should be wise in dealing with this matter in order to provide comprehensible input for their students. from the data presented, the students sometimes used their local language when they did not know how to say in english. the teachers' responses in figuring this out were indicated in the right ways by encouraging the students to use bahasa indonesia rather than the local language, in this case, it was basa ngapak. although the teachers provoked the students to prefer bahasa indonesia which was indicated as their second language, the teachers did not concern with the dialect used in speaking english. for the teachers, it was acceptable as long as it was still understandable. besides, the teachers concerned with the meaning, not the form (dialect and rule). as bernhardt & krashen (1989) said that to provide language acquisition, the speakers are not concerned with the rules or forms of their utterances but with their messages they express and understand. in real communication, the extensive use of grammatical rules and standards to be native-like speakers can minimize comprehensible input that the students will have anxiety conditions (krashen, 2013). as members of multilingual communities, the participants were truly aware of the context where they live. as a matter of fact, there are more than 700 regional languages in indonesia (andy kirkpatrick & liddicoat, 2017). in daily communication, most indonesians speak with their local language as their first language both in family and community. they will only use bahasa indonesia as the national language in a formal situation (dardjowidjojo, 2000). eventually, their english would be influenced by their first and second languages (aziz, 2003; dewi et al., 2017). in essence, bahasa indonesia is the indonesian people's lingua franca. while the participants expressed their favorable attitude to their local english varieties, they found that localized english uses by students agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 101 can not be understandable to interact with other people who speak a different english variety (adityarini, 2014). therefore, when the students switch the code in the teaching and learning process, the teachers provoked them to use a second language i.e bahasa indonesia, not their first language. the issue of intelligibility was also found by li (2009) that most of the participants in his research did not prefer a localized english accent because of intelligibility. he reported that chinese university students caught in a dilemma between keeping their identity by using their local english and concerning their intelligibility (li, 2009b). similarly, belibi (2013) also found the dilemmatic problems in his research to cameroon english teachers. to apply a local variety of english, there should be a comprehensive basis on the perception, acceptance, and pedagogical implication (r. belibi, 2013). on the other hand, localized english was reported internationally intelligible according to the teachers from two outer circle groups, nigeria and malaysia (crismore et al., 1996; olatunji, 2012). demotivating factors on teaching english for ngapak javanese speakers teaching english toward students with a bold local accent was quite challenging if it could not be said as hard. every language has its characteristics in pronouncing, stressing, sound system, and intonation. the results of several studies showed that indonesian students faced some problems in pronouncing english words because of different phonological, phonemic, and phonetic features (andi-pallawa & fiptar abdi alam, 2013; komariah, 2018; kosasih, 2017; pranowo, 2006; tiono & yosta, 2008). besides pronunciation, the students' motivation toward english and english language teaching were indicated as one of the influencing factors toward students’ achievements in english (as sabiq, 2018; fadillah, 2014; ozen, 2017; subandowo, 2017; yulika et al., 2019). as a matter of fact, the teachers had hardly tried to teach english as it is. they had minimalized the students' errors in pronouncing the english words to not become fossilized by giving feedbacks on error correction (marefat & nushi, 2012; pranita, 2014; thornbury, 2013). 102 | english franca, vol. 4, no. 2, 2020 the teachers also let the students speak as much as they can without avoiding the dialect the students used in speaking. lack of vocabulary mastery was also one of the obstacles faced by the teachers. it was understandable that the students felt difficult to pronounce, so their attitudes toward vocabulary mastery were reduced. teachers' perception of the most appropriate application of learning strategies, resources, and media may lead them to deliver the instruction properly and effectively in improving students' vocabulary. engaging local culture in the teaching and learning process as a benchmark would make appropriate learning strategies. through intercultural communication, the teachers can provide the materials in which those are acceptable and not acceptable based on their local culture (sabiq et al., 2019; subandowo, 2017). the teachers were also challenged to choose effective learning resources. some research has shown that many local english textbooks have already included elements of local cultures known by the students in primary schools. (prastiwi, 2013; sudartini, 2012; syahri & susanti, 2016). localized english as language instruction the participants were indicated having positive attitudes toward the adoption of local dialect in english because of several factors. first, they realized that learning english as a global language is very important, but on the other hand, their own identities were also important to maintain. this was seen from their perception of elt based on the local context. moreover, the students will have the best learning outcomes in learning engagement and easy to understand the linguistic form different cultural practice through the insertion of local culture expression (adityarini, 2014; cohn & ravindranath, 2014; friedlander, 2011). second, the participants taught that the use of localized english makes them easy to provide comprehensible input, interesting learning, and suitable for the students' linguistic backgrounds. the use of l1 or local variety in english classrooms becomes debatable nowadays. however, the notion of the use of a particular variety of english, e.g. javanese english or ngapaknese english, was considered to make the students aware of the differences and similarities between their agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 103 language and english. also, it can be accommodated as the tool for the teachers to clarify the difficult word, motivate them to speak more, teach grammar, and explain new vocabulary (adityarini, 2014; inal & turhanlı, 2005). third, the severity of javanese english usage is most likely to reinforce the local identity of the javanese people that the more generic indonesian english could not achieve (andriyanti, 2019; friedlander, 2011; suharsih, 2017; sukarno, 2010). this possibility is assumed that bahasa indonesia is “not an identity marker in the same way that a first language might be assumed to be” (lamb & coleman, 2008; suharsih, 2017). furthermore, moedjito also found that indonesian english was the least preference by english teachers to become an appropriate model in teaching english for lower secondary schools in west nusa tenggara province because of bahasa indonesia, which is characterized indonesian english, was their l2 (moedjito, 2008). ngapak javanese has unique features that differentiate it with the central javanese dialect, for example, the vowel /a/ which is pronounced very steady, firmly, straightly, and bold and the presence of sound /ʔ/ or /k/ at the end of the vowels (dewi et al., 2017; purnama, 2018). the reason why people prefer to use their language rather than english in the efl classroom is that it reflects their beliefs, assumption, needs, and desire (pablo et al., 2011). the teachers considered that basa ngapak's phonemic features could be seen as features that help students understand english better. for ngapak javanese speakers, their javanese language seems to more closely link to their region than the java region, since the javanese language refers their identity (dewi et al., 2017). there is a disagreement between researchers about the recognition of a local diversity of english. although this research found the appropriateness with the previous studies, there are some studies concluded contrasty. chan and evans found that the attitude of secondary school students in hong-kong toward hong-kong english (hke) was reported negative as a variety of english and therefore an acceptable model in the local elt classrooms for pronunciation (chan & evans, 2011). similarly, mareva et.al investigated esl teachers in emerging local varieties of english in zimbabwe. the participants said 104 | english franca, vol. 4, no. 2, 2020 that although there was no wrong in using local varieties in english classrooms, the teachers preferred using standard english as the norms of teaching english (mareva et al., 2016). conclusion teachers' perception of the most appropriate implementation of language instruction, teaching strategies, learning resources, and media may lead them to deliver the instruction properly and effectively in improving students’ english proficiency. the idea of javanese english could be developed as world englishes in which there are about 80 million javanese speakers or 40% of indonesia’s population. in the narrower scope of javanese english, ngapaknese english would also acceptable to become a pedagogical implication in the western central java context because it is more popular, feasible and practical for students. it also has realistic values in classes, including inspiring students to practice speaking, feasible and cost-efficient. ngapaknese english could be considered as a pedagogical implication in the western central java context (ngapak javanese community) for some reason. first, ngapaknese english represents the speakers’ identity. second, there are educated javanese speakers who are internationally intelligible who have already been modeled. third, ngapaknese english for ngapak javanese students is more popular, accessible, and practical. finally, the advancement of ngapaknese english in western central java as the elt language instruction, because of local sources and resources, is feasible and cost-efficient. it is different from the adoption of exonormative models in which the students should buy imported books from native speakers. references adityarini, h. 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(2018). the making of indonesian education: an overview on empowering indonesian teachers. journal of indonesian social sciences and humanities, 2, 13–39. https://doi.org/10.14203/jissh.v2i0.19 114 | english franca, vol. 4, no. 2, 2020 empty page english franca : academic journal of english language and education vol. 4, no. 2, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: http://dx.doi.org/10.29240/ef.v4i2.1494, page 115-140 online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials novrika nartiningrum university of muhammadiyah malang, indonesia nnovrika@gmail.com arif nugroho iain surakarta, indonesia arif.nugroho@iain-surakarta.ac.id abstract covid-19 pandemic brings changes in many aspects of peoples’ lives throughout the world. the spread of covid-19 in indonesia affects the education system in this country. face-to-face instructions are shifted into full online learnings from home. despite this quite drastic change, the literature on students’ insights of this matter has still been silent. thus, the present study elucidates 45 efl students’ challenges, suggestions and needed materials during these online classes. rely on qualitative data analysis from written responses and semi-structured interviews, the findings disclosed that these efl students’ main challenges in attending online courses were the unsteady networks and the less direct interactions. these students mainly suggested the use of video conferencing applications such as zoom or google meet, though some students chose assignments over those applications. the students also mentioned that they basically needed grammar related materials within the online classes. the findings bring forward the picture of full online learning condition during covid-19 outbreak on efl setting in indonesia. keywords: online learning, challenges, suggestions introduction efl teaching and learning process has been around for years. the media used in english as foreign language classes has evolved in some countries, along with the development of technology. some face to face mailto:nnovrika@gmail.com mailto:arif.nugroho@iain-surakarta.ac.id 116 | english franca, vol. 4, no. 2, 2020 classrooms are slowly progressing into online classes (lee & lee, 2019; nugroho & mutiaraningrum, 2020). some previous studies have discussed this shift in various countries. ja’ashan (2015), for instance, investigated students’ perception and attitudes on blended learning for english courses. in the blended learning, 20% until 75% of the course content was delivered online. through a questionnaire employed in his study, it was concluded that students’ perception and attitudes towards blended learning were positive in general. in response to the pandemic of covid-19 in the beginning of 2020, indonesia is one of many countries which tries out the implementation of efl online classes. the application of online classes was decided nationwide in indonesia since the education policy makers decided to apply a rule to change the offline classes into online classes in midmarch, 2020. this decision was taken following the covid-19 outbreak. this pandemic forced the education ministry to propose online classes for schools and universities. at first, schools and universities were encouraged to alter the conventional classes into online classes for fourteen days. afterwards, all schools and universities were suggested to turn the offline classes into online ones for longer period of time. some universities even decided to do the online classes for the rest of the semester. this quite sudden decision results in various reactions from both teachers and students. in relation to this, a study done by almunawwarah (2015) discussed teacher’s perception on the use of ict (information and communication technologies) in indonesian efl class. she found out three benefits of using ict in efl class; namely, helping teachers to conduct interesting and fun learning activities, promoting autonomy learning, and motivating students to learn. ict can makes students active in the classroom (apriani, 2019). english language learning practices have been shifting from face to face classes to digital or online classes. this difference in method sparks questions about students’ and teachers’ perceptions toward the new system (atmojo & nugroho, 2020). in general, studies examining the efficacy of the use of information, communication, and technology (ict) novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 117 in efl contexts have been conducted for years. a previous study done by ashrafzadeh and sayadian (2015) investigated university instructors’ concerns and perceptions of technology integration. the data in this study were collected through a questionnaire followed by a semistructured interview. it was discovered that the sources of the instructors’ concerns are administrative facilities, instructors’ technology literacy toward technology integration and accessibility of technology for all students which are still lacking. some studies were also investigating the attitudes toward technology use from students’ point of view (baz, 2016; sabti & chaichan, 2014). sabti and chaichan (2014) showed difference attitudes toward the use of computer technologies in learning english. while female students gave positive attitudes towards the use of computer technologies in learning english, male students expressed less positive attitudes toward it. however, both male and female students demonstrated positive perception of usefulness perceived ease of use of computer technologies in english learning processes. in the same opinion, apriani (2016), ict brings effects to many aspects of life including in education. ict is not only improve students’ english ability but also their character (apriani, 2019). similar study done by baz (2016) that investigated the attitudes of efl students and teachers towards the use of technology in language teaching and learning. the findings in this research indicated that students and teachers had highly positive attitudes towards the use of technology. more recently, elt practitioners have recently begun investigating the efficacy of learning english beyond classroom by means of accessible digital technologies. lee (2019) examined the influence of informal digital learning of english (idle) activities beyond classroom toward a group of efl students’ vocabulary outcomes. this study found that the quality of idle activities was significantly and positively associated with the students’ vocabulary outcomes. this result leads to the conclusion that engagement with varied types of idle activities is essential for language vocabulary acquisition. furthermore, in terms of using digital devices for language learning, a study conducted by lam, hew, and chiu 118 | english franca, vol. 4, no. 2, 2020 (2018) revealed that online edmodo discussion could enhance efl students’ writing on argumentative essay. this result implicates that as far as digital technologies are used appropriately, they can be alternative media to assist efl students’ language development. in a similar direction, kirovska-simjanoska (2019) examined efl students’ preferences over the learning models. the results indicated that they valued the teacher’s presence in the classroom and the social interaction. however, the students also considered online activities as effective and efficient ways in learning course content. with regards to the effectiveness of digital technology for language learning, a study conducted by nugroho and rahmawati (2020) proved that social networking site (e.g. mobile application instagram) was recognized as an efficient tool to enhance students’ writing skills. drawing on the pre-experimental design, their study further depicted that there was a significant difference on the students’ writing scores between the pre-test and post-test. this result implies the potential use of digital technologies for language learning both inside classroom and outside classroom. recent research that investigate about online learning during covid-19 has been done in various regions. one study done by bailey and lee (2020) discuss about the advantages, challenges and strategies in online teaching. from 43 native english speakers who teach efl in south korea, it was revealed that instructors with experience in teaching online expect fewer challenges compared to instructors with no online teaching experience. thus, instructors with no online teaching experience were advised to start with lms discussion forums and closed-ended quizzes. a study related to online teaching during the pandemic in indonesian setting was done by atmojo and nugroho (2020). the study investigated the teaching activities and challenges in secondary schools during the pandemic. some challenges found were; some students did not have their own smartphone, the internet connection was unstable, some students were not able to afford sufficient internet quota, many novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 119 students have low digital literacy and some students were not punctual in attending online classes. these previous researches have given information on students’, teachers’ or both perceptions toward english online learning. however, the implementation of digital learning in those researches happened naturally (along with the development of technology and internet). on the other side, nationwide online learning in indonesia was quite sudden and unplanned. the decision to implement national online learning was caused by covid-19 pandemic that affected education system in indonesia. furthermore, previous research related to online learning during covid-19 pandemic often focused on teachers’ perspectives and experiences. thus, the present study offers perspectives and experiences from students, especially university students who are expected to have higher digital literacy compared to students from lower levels of education. initially, the online learning was intended for fourteen days only, but it has been prolonged for few times because of the covid-19 outbreak. as a result, universities in indonesia implemented full online classes. considering the spread of the pandemic that yet to cease, universities work hard in adjusting their teaching and learning activities. online platforms such as google classroom and learning websites like canvas become more popular. therefore, the present study is intrigued to examine the challenges and problems faced by indonesian students in learning through virtual classrooms. moreover, the present study also wants to explore students’ suggestions and needs toward the unanticipated online learning in indonesian efl setting. all in all, considering the present situation and previous researches, the present study intend to uncover the challenges, suggestions, and needs of efl students in indonesia towards the implementation of english online classes. thus, in order to ensure the objectives, this study is guided by three research questions: (1) what kind of challenges experienced by indonesian efl students during 120 | english franca, vol. 4, no. 2, 2020 online learning beyond classroom?, (2) what are students’ suggestions toward the problems they have in online learning beyond classroom and (3) what do indonesian efl learners need in online learning beyond classroom? theoritical framework online learning or e learning refers to the use of digital tools for teaching and learning as mentioned by arkorful and abaidoo (2014). technological tools are used to study anywhere and anytime. online learning also involves training, delivery of knowledge and motivating students to interact with their friends. however, online learning in the present study is slightly different. due to the spread of covid-19 schools and universities in indonesia are shifting the learning activities from face to face instructions into full online interactions so that the schedules are mostly fixed although students can join the class from all parts of indonesia. the readiness of students and teachers in facing online learning is also varied due to the diverse practices of online learning and heterogeneous learning environment in indonesia. moreover, the sudden spread of the pandemic demands immediate implementation of full online learning so that sufficient amount of training cannot be covered. furthermore, sun and chen (2016) found that one of the essential challenges in online learning is to develop a sense of community in the online environment. therefore, promoting social presence, interaction and collaboration is significant in the implementation of online learning. thus, students and teachers have to make a joint effort to get deeply involved in encouraging collaboration and interaction between students and teachers also among students in order to create effective online learning communities. considering that student-centered learning is the key in online learning, suitable means, approaches and technologies could be used to achieve the learning objectives. alongside the term online learning, there are similar terms such as e-learning (electronic learning), m-learning (mobile learning) and dnovrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 121 learning (digital learning). a study done by basak, wotto and belanger (2018) shows the differences among the three terms. it is mentioned that e-learning involves communication through emails, happens in classroom or internet lab, uses fixed and private locations, is structured, more formal, and paced also needs time to travel to reach internet site. meanwhile, m-learning uses instant messaging, can be synchronous or asynchronous, is self-paced, has no geographic boundaries and does not need travel time because it uses wireless internet connectivity. elearning and m-learning are actually the subsets of d-learning which connects communities to a vast network of resources, is more flexible, owns style that maximizes success, consists exchanges with other learners, can access high quality and rigorous courses, also can be accessed anywhere and anytime since the time and location is independent. considering the differences among e-learning, m-learning and dlearning, it can be seen that the term online learning in the present study is rather the combination of those three terms. the online learning can use email and instant messaging in its activities. although the locations are not fixed (can be accessed from anywhere), the time is mostly still dependent on the schedules from schools or universities. the learning processes are still formal and paced (not flexible) even though exchanges with other learners are mostly encouraged. online learning can also be synchronous or asynchronous and the courses can have high quality if they are prepared well. moreover, in order to have effective online learning in higher education (he) institutions, some recommendations were proposed by ali (2020). the recommendations are: he institutes need to have basic ict infrastructure, teachers need ict tools and must have access to applications and learning platforms, teachers must also be able to use the ict tools effectively and teachers’ and students’ readiness must be supported accordingly. besides, it is observed that about 92% of all online studies online learning is believed to be at least as effective, if not better, than traditional learning according to nguyen (2015). about 3% of the 122 | english franca, vol. 4, no. 2, 2020 studies compiled by the site show the opposite, that brick and mortar format is more effective, and about 4% show mixed findings. however, the repository is subject to selection issues due to voluntary submittal to the site. research methodology research context and participants this study is conducted in indonesian context, particularly in teaching of english as foreign language of a private university in malang indonesia. a university in malang was chosen considering that malang was one of cities in indonesia that became the destination of students from various regions in indonesia to pursue further education. thus, various backgrounds of students were expected to enrich the data obtained in the present study. the data were gathered in the age of covid-19 pandemic where indonesian education system was moved from learning inside classroom in the schools or universities to online learning beyond the classroom. to examine the efficacy of the online learning by means of various digital technologies, 45 indonesian efl learners (7 male, 41 female) were purposively selected as participants based on a single and primary criteria that was amid the pandemic, they had experienced online learning by a range of digital devices. the participants were sophomore of efl students of a private university in malang indonesia taking some language skill courses (e.g. speaking, writing, and reading). in the age of this pandemic, they carried out teaching and learning beyond classroom, but still under the guidance of their language instructors by utilizing digital technologies. their age varied between 18 and 20, the average was 19. instruments a descriptive qualitative design was considered as an appropriate approach to delineate efl learners’ challenges, insights, and needs in response to examining the quality of language teaching and learning by using digital technologies during this pandemic. the descriptive qualitative is based on yin (2015), that aims to reveal an in-depth novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 123 understanding about a particular phenomenon, in this context, the efficacy of teaching english by means of technology from the views of efl learners. to this end, written reflections and semi-structured interviews ere employed to elicit challenges, insights, and material needs of efl learners in response to the technology-based learning activities beyond the classroom. written reflection is a written story template consisting of a series of questions or/and instructions and blank spaces where participants write their responses (barkhuizen, 2014). this kind of instrument enables the researchers to collect rich and deep description of data because the participants freely express their ideas and thoughts by writing them on the written reflection sheet. this lead to the accurate, enormous and wide range of obtained data since they have a lot of time and chance to voice their notion and beliefs (hollweck, 2015). moreover, semi-structured interview is used to seek a more detail understanding of the participants’ responses stated in their written reflections. a semi-structured interview enables the researchers to come up with a new idea or question during the conversation in responding to the interviewee answers (harding, 2018). the main benefit of this inquiry model is, as interviewer, the researchers have a structured guidance in hand, but still possible to broaden the guidance when it is necessary (nugroho, zamzami, & ukhrowiyah, 2020). hence, written reflections and semi-structured interview were selected as instruments in this current study. data collection first, written reflections in form of web-based survey using google form along with a set of questions and detail instructions to fill the reflections, was spread to about 92 efl learners from two classes of english course by means of whatsapp (the frequently used social media by indonesian). after a number of weeks, 45 participants (named s1s45) returned their responses of list of questions in written reflections. 4 of the 45 participants (i.e. s2, s7, s20, and s23) were invited for semistructured interviews to follow up their interesting stories and description as written in their reflections, therefore the researchers recognized that they were worthy of further inquiry. the semi124 | english franca, vol. 4, no. 2, 2020 structured interview was conducted individually by means of social media whatsapp and last for about 55 minutes each. they were asked to explore their answers in the reflections as well as elaborate with examples and current issues about teaching english using digital technologies beyond the classroom. data analysis for the sake of data analysis, the researchers carefully reviewed the data from both written reflections and semi-structured interviews. the researchers further analyzed and identified initial themes based on the three research questions of this study, i.e. efl learners’ challenges, insights and material needs. during the data coding, the researchers also removed the repeated and unnecessary data that extended beyond the themes. the researchers did the same analysis for the 45 written reflections from the participants until the saturation point was achieved. saturation point is the point that shows no new information based on the emerging themes found during the data analysis. it happened when the researchers found similar data again and again. therefore, saturation point is a clear indication of the end of data analysis (poedjiastutie & rif'ah, 2019). afterwards, the researchers compared, reviewed, and integrated the emerging themes from both written reflections and semi-structured interviews, which led to final data analysis and conclusion drawing. to ensure the validity and reliability of the instruments, the two researchers performed coding of the data from both written reflections and semi-structured interviews independently. it was then continued by stages of discussion to achieve the consensus on the final results. findings and discussion findings this section uncovers students’ responses on challenges they encountered during digital learning, suggestions they had for the betterment of the online learning and the materials that they needed in learning beyond classroom. the most representative responses both in novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 125 written answers and semi-structured interview are quoted verbatim in order to assist the delineation of the findings. the findings interpretation and their relation to previous studies are further explained in the discussion section. efl students’ challenges amid the online learning generally, students are having problems with unstable network connection. participants mention that having bad signals or electricity blackout are problems that they have to face during the digital learning. for example, p15 shared her challenges in attending online class. the problem that i face when online class is the internet network, if my package runs out, and also often lights out. the network that was suddenly cut off was very disturbing especially because i was living in a remote area, so finding a network was difficult, especially during the learning process or during the exam. often the internet network suddenly arrives and also hinders the process of gathering tasks and others. the problem with the data package here is that there is no wifi network, so i only use the package, and also my package runs out here, many shops are closed because covid 19, so finding credit sellers here is also difficult. (s15. written response) some students also expressed that in online learning, communications and social interactions between teacher and students or among students are lacking. this situation makes the students feel that their success in real life could be affected by the less opportunity of direct interactions. the online lecture system does not require students to come face to face with the instructor directly. in the end, this method eliminates the opportunity to interact. not only with lecturers, students also cannot socialize with other students. this is ve ry crucial. the reason is the ability of social interaction greatly determines one's success in real life. especially in the esp course, 126 | english franca, vol. 4, no. 2, 2020 which really requires direct social interaction in order to support the effectiveness of teaching and learning. (s12 . written response) another problem faced by the students that is caused by lack of interactions is the less of feedback understood by the students. it leads to the feeling that the learning materials are more difficult to understand. the problem is learning english language or esp class without meeting face to face is very difficult to understand, lacks understanding of the material and also lacks an explanation of the incorrect or correct answers we write. (s7 . interview) few students honestly mentioned that online learning weakens their commitment in learning. less control and guidance from the teacher make them lazier to learn. students are more easily distracted when they are going to learn or doing the assignments. the problem i faced during esp online classes is that online classes can only provide less than the maximum guidance compared to when in class, online english classes do not provide face to face services. this has become a disadvantage as well as an obstacle. guidance that is not face to face for some people will not be maximal. it is different if directly taught by a lecturer. i can pay attention to the lecturer's expression when saying words in english. so the articulation is more precise, online classes require the use of computers and other similar devices, this means that eye fatigue, poor posture and other physical problems can affect the learning process, with freedom of time and place, will make learning commitments weaker. there's always temptation. like opening a game first before studying. or online social media first before opening an english application. these temptations tend to loosen commitment. it will even be more important to play the game or its social media when compared to learning. my commitment if you want to succeed, i have to be more extra effort novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 127 and more consistent to keep on learning and don't be lazy despite online classes (s2. interview) in brief, students’ problems in digital learning are unstable networks that leads to lack of direct interactions. minimum communications cause the learning materials become harder to understand. these situations contribute to students’ weakening commitments to study. the students become easily distracted. efl students’ suggestions for online learning beyond classroom after finding their challenges in facing digital learning, the students provided some suggestions in order to have more enjoyable online class. though some suggestions contradict each other, most students proposed to use video conference applications such as zoom or google meet. my suggestion in this online class is for esp-r, esp-w and esps, to continue implementing online classes such as implementing classes in the zoom application or other applications to make it easier to interact. (s16. written response) an interesting suggestion was given by s20. he wanted improvement in the online system such as making a special application for students. because in english courses, we also need discussion, there are 52 people in one class. if you have to stream it might not be optimal, because each person has different facilities, some have good and no connections, but so far there has not been a video call like that for discussion, my suggestion might be that in this course video video activities will be added to be discussed. or interactions between teachers and students because we students feel worried only to the extent of being afraid of not being able to get more effective teaching because not all material can be conveyed only 128 | english franca, vol. 4, no. 2, 2020 via digital. although the government's suggestion and the campus decision were correct about learning through online networks, my suggestion was to further improve the online durring system, such as a special application for students. (s20 . interview) on the other hand, few students asked not to use face time. they asked for assignments and learning materials that can be downloaded. i suggest for esp online class to not doing online class with face time, because i think isn't effective for students who have problems with their connection network. just give an assignment and material for doing online class. (s2. interview) another most popular suggestion is asking the teacher to give clear deadlines for each assignments given. the students mentioned that deadlines help them to avoid laziness in doing the assignments. i apologize very much for saying this before, the task given by the teacher should be given a deadline so that we all work on it immediately and get it collected immediately. during the online class we become unable to manage time and of course filled with other tasks. then the teacher should give us a deadline so that the task can be quickly resolved and we avoid lavdis -20 (lazy virus desease 2020) thank you. (s44. written response) students also mentioned that they wanted fun learning activities such as watching movies, singing songs, doing quizzes or playing games. my advice is to keep the condition of the class with relaxed lessons so that students can be more relaxed and easier to accept the lesson. provide material in the form of games such as guessing words in english and other games so that students are not boring in class. provide music with english songs in class with the volume not too loud so that students are accustomed to hearing sentences novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 129 in english and their vocabulary will increase, it can also help students to remember material more easily. (s2. interview) efl students’ material needs for online learning not only did the students give their suggestions, but they also mentioned some materials that they want to have in the digital learning. most student agreed that they need materials related to grammar. i really want to learn more about grammar. i want to be able to make sentences that are good and right. and i want to be more confident when speaking and practicing speaking as much as possible, because i really like english. (s6. written response) other than grammar, students wanted materials for enriching their vocabularies. the students want to know how to use correct vocabularies in sentences. some esp learning materials that i want to get first are about using vocabulary and being able to understand the use of the right words in reading. my reason is, so my use of vocabulary can increase. (s3. written response) some students also mentioned that they want materials that are related to current problems in indonesia. students seem interested in covid-19 phenomenon that has been spreading quite rapidly in indonesia. the material that i want to learn in esp online class is covid-19 which starts from the virus, the way it is spread, the conditions for patients who must be treated or independent isolation at home. covid-19 is the reason why we changes in the learning system into an online system, as a student i want to invite the public, especially people we know to joint eradicate the corona virus, the material can be utilized on who, so i hope health students can become agents of change in eradicating covid -19. (s23. interview) 130 | english franca, vol. 4, no. 2, 2020 other students responded that they need materials that will be useful for their current education or for their future. some students shared that they wanted to be able to write good reports and scientific journals. i want to learn how to write scientific journals when study esp. writing scientific journals usually uses standard and formal language. apart from that, as students, we usually get assignments to write journals, papers and other written works. (s45 . written response) while some students concerned in honing their skills related to their current study, some other students chose to get materials that will help them in getting jobs, such as how to make good cvs, how to answer questions in job interviews and how to get high scores in toefl tests. i want to get any material that is in accordance with the ability toefl test. because in my opinion the toefl test is very necessary. and hopefully in the future english class will focus on learning about toefl test (s24. written response) lastly, some students wanted not too difficult learning materials. they liked to have songs, games, comics or movies as their learning materials, especially for assignments. the material that i need is reviewing a film that is not a film from indonesia, where when the lecturer gives us the material, students will not only feel bored while doing the assignment but, students will also be able to develop their thoughts, to be able to understand the film they have watch it. besides that by watching, we have honed 3 senses at once, namely the eyes, ears, and mouth. thus the lecturer will not be difficult to be able to make students speak english. or review a comic, where novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 131 students will be able to read carefully and try to understand what they have read. (s2. interview. discussion the challenges that the students faced during digital learning are mostly related to network connections. especially students who lived in remote areas told that it was difficult to have good and stable signals. a student even shared that there was no wi-fi network in her village, so she needed to buy internet package in stores. however, many shops were closed due to covid-19. therefore, it was more challenging for her to join online classes. this situation is actually expected since indonesian archipelago consists of thousands of islands and the internet signals in every island are varied. this situation is similar to the findings in a study conducted by mohalik and sahoo (2020). out of 318 student teachers participated in the study, only 25% of them who were having good internet connectivity. the next problem was lack of effective direct interaction between students and teacher or among students. this situation led to less understanding of materials discussed in the online class. again, this condition can also be caused by unstable internet connections. different from circumstances in the classrooms that enable students to have direct interaction with their teacher, students communications with their peers and teacher in online classes depend heavily on the internet signal. therefore, excellent internet connections becomes the main resource in online learning. a student also expressed his opinion that minimum direct interaction might affect their success in real life. it actually makes sense since our daily lives are not a hundred percent happen online yet. many working places, especially in indonesia, still rely on direct interactions from person to person (nugroho & atmojo, 2020; suramto, 2019). although some teachers have tried to add the experience of direct interaction by utilizing video conferences in their online classes, it still cannot substitute for the real-life communication since many problems such as unstable internet connection may hinder students from 132 | english franca, vol. 4, no. 2, 2020 conveying their ideas effectively during language learning. thus, these worries should be addressed seriously. another problem was about commitment in learning. this problem occurred since there were more temptations for not studying while joining online classes compared to when studying in offline classes. this is in line with a proposed study done by kirovska-simjanoska (2019) and inderawati et al. (2019). they mentioned that the digital learning depended greatly on students’ motivation. the learning process was dependent on distractions that the students faced when studying at home. thus, low-motivated students should have more effort to keep themselves motivated by recalling their goals in learning the language. meaningful but fun learning materials prepared by the teachers could also assist students with low motivation. suggestions proposed by students in the implementation of online learning is by using video conferencing applications such as zoom or google meet. the students believed by using these kinds of applications would give students more opportunity to have more interaction in online class. this suggestion is in agreement with a research done by tanveer (2011). the study presented that out of 46 students, 82.4% students are in agreement that they prefer to learn from a teacher who utilizes various e-tools in teaching. besides, this kind of synchronous learning might help students to comprehend the materials better since they could obtain faster response from the teacher through the verbal communication during the video conference. furthermore, a recent study done by amin and sundari (2020) was also in line with the suggestions proposed by students in the present study. amin and sundari found that student-participant agreed that webex meeting video conferencing platform was beneficial for language learning. some free video conferencing platforms such as webex meeting, zoom, google meet and jitsi meet can become solutions for the lack of direct interactions during the online learning. a student even suggested the government or the university to make a special application for students in order to support the online novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 133 learning. this suggestion could be a good way out from internet connection problem. particular application that utilize specific internet access, apart from internet access for general public might be effective to overcome bad internet signals problems. however, further studies on this matter are clearly needed. on the other hand, some students mentioned that they prefer doing assignments instead of joining face-to-face applications. this is in contrast with a study done by alaidarous and madini (2016). the study mentioned that students perceived their blended learning environment positively. in contrast, the student in the present study argued that using face-to-face application was not effective for learning due to unstable networks. this is in line with a study conducted by alebaikan and troudi (2010) which mentioned that blended learning programs are recommended to require only 25-50% of the course credit to originate from web-based instruction. the percentage is specified in order to preserve the value of face-to-face instruction. moreover, a study carried out by al zumor, al refaai, eddin, and al rahman (2013) investigating the advantages, limitations and suggestions for blended learning stated that both students and instructors require appropriate orientation and training. the results of this study, however, indicated that sufficient training and orientation are probably quite difficult to be administered since the spread of covid-19 limits people activities including education practitioners. thus, the existing webinars for teachers are essential to provide guidance during the online learning. universities could also arrange webinars for students in order to familiarize th em with the learning management system owned by several universities in indonesia. as for the third research question, students also named learning materials they needed during the online learning. most students answered that they need grammar materials. other than grammar, many students wanted to get materials that can enrich their vocabularies. materials related to newest issues such as covid-19 were interesting for some students. besides, students demanded learning 134 | english franca, vol. 4, no. 2, 2020 materials that will be able to assist them during their study or to help the students for getting jobs. similar to results reported by polida (2017), some students aspired to be able to write good reports, get high score in toefl tests, make good cvs or experience a great job interview. furthermore, students also demanded not too difficult learning materials. some students mentioned that they wanted to have songs, games, comics or movies as their learning materials or assignments. these requests are understandable considering students might get bored in studying online at home with limited direct interactions with their peers. therefore, online games related to the subjects learned are suggested by uukkivi and labanova (2018). they believed that games could make learning more enjoyable and effective. implementing games in online classes could be a challenge for the teachers, thus, teachers are encouraged to familiarize themselves with educational games websites such as quizziz.com in order to provide meaningful games for their students. students’ request of materials that can enrich their vocabularies need to be addressed since a research done by al-jarf (2016) indicated that online instruction had an effect on vocabulary development. it was proven that online instruction was a powerful tool for improving students’ vocabulary achievement. online instruction also raised lowest-performing, average and good students’ performance. moreover, learning activities through digital devices apparently suit the twenty-first century learners who are well-known as digital native generation (nartiningrum & nugroho). additionally, since some students aspired to get high score in toefl, including online toefl preparation program as learning materials could be considered. a study conducted by sudrajat and astuti (2018) proved that toefl test preparation program was able to improve performance in structures and written expression test of toefl. furthermore, the majority of the students in the study agreed that they felt more confident to master english grammar after taking part in toefl preparation online course. novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 135 the present study has some implications for the effective online learning amid covid-19 outbreaks. first, the results give insights from efl learners about the challenges they have in sudden full online learning implementation. network problem was the biggest challenge for the students who already went back to their homes. this is in line with a recent study conducted by adnan and anwar (2020) who found that some students (17.5%) still have limited access to internet and a few of them (9.5%) reported that they have no proper access to the internet. furthermore, (51.6%) students reported that the major problem causing limited internet access is signals availability/strength. second, suggestions from the students and information about their learning materials needed by students can be found in the present study. therefore, the online teaching and learning processes can run more effectively by considering the mentioned inputs from the students. conclusion the findings in the present study offers insights from efl students about the implementation of online learning beyond classroom. students shared their challenges in attending online learning classes. unstable network, lessened social interaction that caused less understood materials and weakened commitment in learning are challenges faced by students during online courses in covid-19 era. some suggestions proposed by the students to overcome the challenges are the use of video conferencing applications such as zoom or google meet, the development of a special application for students, the given deadline and the existence of fun learning activities. moreover, most students considered that they needed grammar related materials. many students also demanded materials that would enrich their vocabularies. also, some students responded that they wanted to be able to write good scientific reports. they also needed materials that would enable them to make good cvs, get high scores in toefl and have great answers for job interviews. materials related to current problems were interesting for the students. 136 | english franca, vol. 4, no. 2, 2020 references adnan, m. & anwar, k. 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(2015). qualitative research from start to finish. guilford publications. http://dx.doi.org/10.29240/ef.v3i01.819 english franca : academic journal of english language and education vol. 3, no. 2, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 the analysis of classroom activities pursuant to effective technique teaching english in integrated vocational schools heli agustin, leff noviyenti, henny septia utami institut agama islam neger (iain) curup, indonesia heliagustin01081996@gmail.com abstract the objective of this research are to describe classroom activities pursuant to effective techniques teaching english in integrated vocational schools, and to investigate classroom activities pursuant to effective techniques teaching english in integrated vocational schools at islamic integrated rabbi radhiyyahand vocational high school islamic integrated khoiruummah in curup rejanglebong. the design of this research is descriptive qualitative. the subject of this research were two teachers who teach english in islamic integrated vocational schools. in collecting the date, the researcher used the following techniques: checklist observation and interview. there are some instruments which the researcher used forcollecting the data, consist of: notes and interview guidance. the notes was used to find the techniques the teachers used, the classroom activities the teacher used, and identify the classroom activities that pursuant to techniques suit the elements of effective teaching, and the interview guidelines was used to find the technique the teachers used based on the theory of elements of effective teaching. in analyzing the data,the steps were data managing, description, and interpreting. theresult from notes and interview showed that the techniques and classroom activities the teacher used and all techniques and classroom activities pursuant with element of effective teaching. the elements of effective teaching consisted of academic learning time, use of positive reinforcement, cues and feedback, cooperative learning activities, classroom atmosphere, high order questioning, direct instruction, and indirect teaching. keywords: technique teaching, classroom activities, elements of effective teaching intr odu ctio n teaching is concern with the cognitive and psychomotor aspect of children to be more acquainted more competent of critical thinking, systematic, objective, and skilled of doing something. the purpose of teaching is more easily determined than educational purpose [1] and the 150 | english franca, vol. 3, no. 2, 2019 teaching has activities based on the techniques the teacher used. as the mention by usman (1993:p.5). “teaching is important for learning because when someone learning something they can get knowledge and some experience.” though, this basic definition of teaching also applies to the regular classroom setting intechnical and integrated vocational schools programme. but, in the teaching of practical skills, there are various teaching techniques available to be adopted, just as in all other fields and to all teachers: the most appropriate teaching teqhniqueto adopt in teaching technical and vocational skills should be that which can motivate the students and sustain theirinterest in the course of instruction. the effectiveness of teaching process have impact for the students understanding in leaning process. according to marland and states (1996: p.68)“students in australian school describe a good teacher in the following form: help you with your work, explain well so you can understand, is friendly and easy to get on with, make lesson enjoyable,cares about you, has a sense of humor, control the class well, and knows what he or she is talking about.”at the same time, there has been much debate among teachers educators concerning how teacher education can best foster effective teaching taking account of the governments views on teacher training, the teacher educators’ own professional views of how training is best conducted, and the findings of research studies looking at aspect of effective teaching and the impact of training. integrated vocational high school, which provides individuals with the knowledge, skills and competencies and improvingtheir abilities in a variety of ways, good religion, puts forward its function and qualitative power according to country’seconomic situation. therefore, the reason of vocational schools is labor market, and its main goal is to meetthe demands of business world and workforce for it. this aim is not against the political stance of vocationaleducation: on the contrary, a common purpose supported by public. in integrated vocational high school actually their really need english for understanding the `tools of their department, because the basic of vocatioanal high school is seldom uses classroom english. that is way, we compolsory know about english language.vocational school is one of the component of education most directly concerned with the acquisition of the knowledge and skills that required by workplace.refer to the education system structure of indonesia, theterm of vocational school has spitted into two meanings, in highereducation level and in secondary education level. the vocational education inhigher education levels are usually conducted at a universities or a polytechnics,whereas the vocational heli agustin, et.al: the analysis of classroom activities pursuant |151 education in secondary education levels are implementedat school that known as ‘sekolah menengah kejuruan (smk)’ (vocationalsecondary high school). in vocational high school islamic integrated rabbi radhiyyahand vocational high school islamic integrated khoiru ummah in curup rejang lebong, it is found different techniques were employed when the teachers taught the students in the class. based on my first observation, students from both schools were greatly interested when the teachers used teaching technique. it is also found in the class the teachers presented some english videos for brainstorming after that the teachers divided students in two several groups it is for make students more active in the class, on the teaching process teacher given some questions and the students directly answered the question. sometimes, on the teaching learning process the teachers used picture as a media in learning process, so the students and the teachers got feedback. then, based on the second observation from the teachers they used different techniques too in teaching learning process. in vocational high school islamic integrated khoiruummah the techniques the teachers used some techniques such as a group discussion, a short written exercise, explain picture. when the teachers used creative techniques the students reaction is really good, their apply the techniques that the teachers has given. from vocational high school islamic integrated rabbi radhiyyah the teachers also used different techniques in the class. the teacher used students debate technique and class games, presentation stage, practice stage, and production stage and extra. from that techniques the students directly gave more participant and make communication with their friends in learning process. therefore, the schools and the students got good achievement in english and another subject in both school based on the data when the researcher did pre-observation in both school. in vocational high school islamic integrated khoiruummah the score in their report is good almost completed, and then some of students follow some national competitions like a speech, write short stories in english, debate and swimming. that nationality champions related with eight techniques used by teachers. vocational high school islamic integrated rabbi radhiyyah their achievement is good, although so many activity they did. the good achievement such as the score of the students is higher average by used the creative techniques from the teachers and the students followed some competitions. it means the techniques used by teacher in the schools and class is very good achievement for the students in the class and in their life. 152 | english franca, vol. 3, no. 2, 2019 the researcher is really interested to delve what techniques and what classroom activities the teachers used for the students and the effectiveness of techniques in teaching english used by the teachers in vocational high school islamic integrated khoiruummah and vocational high school islamic integrated rabbi radhiyyah. based on the reason above the researcher interested to investigate about “an analysis of classroom activities pursuant to effective techniques teaching english in integrated vocational schools”. research questions based on the background above, the researcher questions were formulated as follows : 1. what are the techniques used by teachers in teaching english in integrated vocational schools? 2. what are the classroom activities used by teachers in the implementation of techniques teaching ? 1. how the classroom activities pursuant or not with techniques based on the effective teaching theory? objectives of the research the purposes of this research are : 3. identify teaching techniquesused by teachers in teaching practical instructions. 4. identify the classroom activities in implementation techniques teaching in classroom. 5. identify the classroom activities that pursuant or not with the technique teaching based on the theory of effective teaching in integrated vocational education. definition of the key terms the following discussion would provide the description on the key terms of the research. the explanation would cover three items; effective teaching, teaching techniques, and integrated vocational school. teaching technique. based on jerome’s statement “teaching is the supply the idea, the problems or the knowledge as sample, so that the students can understand”. brown(2001) the technique is specific activities manifested in the classroom that is consistent with a method and therefore is in harmony with an approach as well. heli agustin, et.al: the analysis of classroom activities pursuant |153 classroom activity is several activities that the students show their educations’ activity used team work or individual, if the classroom does not have real some activities, so the learning process can not effectively and the students could be a passive. the purpose of classroom activities is to give students exposure to context before they complete a related performance task such as reflects students knowledge of the construct, rather than context. vocational school is one of secondary school with a specialty to prepare graduates to be ready to work. integrated vocational school. suyanto(2013) where part of school include islamic religions in subject, lesson, or activities. integrated vocational school medify and deveoped their curriculum to reach the min goals of the establishment of school is among: make the students be islamic personality, have smart think and intelegent faith. based on the theory from anthony’s “technique is the level at which classroom procedures are described. it is implementation that which actually takes placein a classroom. it is the particulartrick, stratagem, or contrivance used to accomplish an immediate objective.”technique must be consistent with a method, and therefore in harmony with anapproach as well. technique teaching is step or activity that the teachers used in teaching english. another definition, technique is a way of achieving one purpose skillfully a knack (anthony, 2004). there are kind of techniques in teaching as follows (keachie, 2006): a class discussion a class discussion is one activity could be suitable for any class in size, even thought class discussion more effectively for small group. a discussions invited the students and learners to think critically on their subject and sometimes used logic to evaluate their position. a class discussion is really good for classroom activity to given the unit has been sufficiently covered already(keachie, 2006). a think-pair-share a think pair activity is the time for learners and students for ponder the previous lesson, than discuss with one students or more of their peers, the last for share it with the class as part of formal discussion. it is during this formaldiscussion that the instructor should clarifymisconceptions. however students need a background in the subject matter to converse in ameaningful way. therefore, a "think-pair-share" exercise is useful in situations wherelearners can identify and relate what they already know to others. so preparation is key. a learning cell 154 | english franca, vol. 3, no. 2, 2019 a learning cell is an effective way for a pair of students to study and learn together. a learning cell a process where there are two students should asking and answering questions on commonly read materials, to think and prepare for assignment, and then they write down the questions after they read. at the next class meeting, the teacher randomly puts students inpairs. the process begins by designating one student from each group to begin by asking one of their questions to the other. once the two students discuss the question, the otherstudent ask a question and they alternate accordingly. during this time, the teacher goesfrom group to group giving feedback and answering questions. this system is also called astudent dyad. a short written exercise the students make a review materials and provide feedback, it is used one minute paper, however one minute paper it is does not take one minute for make summarize, but they have ten minutes to work their exercise. teachers should employ a role-practicereflect approach during writing instructionand classroom activities, gradually transitioning responsibility until students are usingwriting strategies independently. a collaborative learning group this way good for learn in different material and different classes. this technique where teacher assign students in group three until six people and they are given an assignment or task to work together. this is good example of active learning because it causes the students to review the work that is being required at an earlier time to participant(mckinney, 2010) a student debate debate make students to learn because they allow students to chance to take a position and gather information to support their view and explain it to others. these debates not only give the student a chance to participant in a fun activity but also lets them gain some experience with giving a verbal presentation(babara, 2003) a reaction to a video the video help the students to understanding what they are learning at the time in presentation mode. it is also more active for the students because almost the students loved watch video or movies. a class game heli agustin, et.al: the analysis of classroom activities pursuant |155 when the students hears about the games, automatically they are very happy because it’s not only help the students to review the course material before a big exam, but the games can helps them to enjoy in learning process. from several techniques, the techniques have some roles for the teacher used in their class that make the situations in the class and students active, fun in the class, enjoyable and easier to understand the materials by use that techniques. the classroom activities involves interactions between the teacher and students. it means the classroom activity is some activities that the students show their educations’ performance in team work or individual, if the classroom does not have real some activities, so the learning process does not effectively and the students could be a passive. therefore, according to masita(2017)“teacher needs to provide an authentic material andinteractive activity to engage learners’ attention and createcommunicative classroomatmosphere.moreover, teachers must dealwith time and the material stated by the curriculum.there are some examples classroom activities that can be use by schools in the classroom activities: 6. small groups 7. whole class involvement 8. reading & writing exercises in summarizing, the teacher select the most pertinent element from the material and restate them in their own words. students also can describe the aspect of the material for the day they find most confusing. how these written exercises are used in the course will depend upon the type of class, the instructors objectives, the subject matter, and a variety of other factors. they could be collected and graded, kept in a journal(graded or ungraded), or simply used by the students themselves. from the theory above, the researcher conclude s many activities and the techniques the teachers used for make active and effective class. that techniques make enjoyable class, make the students feel happy they did not feel bored, and the important thing is the students easy to understood the materials by used some techniques. according to welberg(1990) in herna “most of comprehensive review of effectiveness of teaching has been made by welberg. he collected more than 3000 studies, and then carefully analyzed them to establish how important the element of effective teaching in students learning. from welberg’s result, he gather a list of weighted factors 156 | english franca, vol. 3, no. 2, 2019 selected from his overall list of elements that are very related to teacher behavior in the classroom.” the techniques to see the effective of effective teaching for teacher in learning process and teaching process in the classroom. the elements of effective teaching consist of academic learning time, use of positive reinforcement, cues and feedback, cooperative learning activities, classroom atmosphere, high order questioning, direct instruction, and indirect teaching. academic learning time academic learning time in the classroom has important variable how efficiently lesson are planned and how get started, how teachers handles discipline, digressions, off-task behavior, and the teacher handles transition will have an effect on students learning. usually, in classroom, indonesian’s country has different rule of academic learning time each meeting has 45 minutes and the teachers in two times meeting(90 minutes). use of positive reinforcement based on the theory of reinforcement b.f skinner in hernas’ thesis reinforcement is the specialist term in operant conditioning for the stamping of stimulus associations and response habits that follows the experience of reward. skinner’s theory, as well as other reinforcement technique was later applied to classroom settings with the idea that using reinforces could increase the frequency of productive behaviors and decrease the frequency of disruptive behaviors. there are two kinds of reinforcement; positive and negative reinforcement. positive reinforcement is presenting a reward after a desired behavior, whereas negative reinforcement is taking away and aversive stimulus after a desired behavior.basically, in classroom situation, positive reinforcement is when teachers praise and reward student for correct behavior. negative reinforcement is when punishment is coupled with positive experiences for correct behavior. studies have shown that specific praise is very effective, while general praise is hot. in other words, saying, “ johnny, excellent job adding those numbers,” “is much better than saying,” “great job, class.” cues and feedback the use cues and feedback is connected for process questioning. through cueing, the teacher provides some helps to students for answering question. while the feedback does not only correcting students, but also offering them an assessment of how well when they heli agustin, et.al: the analysis of classroom activities pursuant |157 have done.(harmer, j. 2001)then, feedback is conceptualized information provided by an agent, such as parents, teachers, book. regarding aspect of one’s performance or understanding.(hattie, 2003) co-operative learning the effective of cooperative learning is a most interesting new finding. the main point here is the importance in the classroom of employing small-group technique with cooperative objectives. such a procedure encourages student participation and also result in improved academic performance. the most direct way to create classroom interaction is to adopt the principles of collaborative learning. in collaborative learning, the teacher designs a learning problem or task, and the assigns small groups of student to address the problem collaboratively. student are typically instructed to reach a consensus on an issue, or to create a group product. the purpose of the collaborative learning is to enhance learning and achievement by encouraging peer-to-peer interaction and cooperation.(bishop, 2000) classroom atmosphere main element of effective teaching is the need to create a relatively relaxed learning environment within teaching-learning process. the arrangement of classroom facilitation also gives an effect to the students desire to study. a positive atmosphere can make a classroom a more pleasant place to be and, in turn, a more effective, motivating place to learn. it’s simple to do, and it can have positive result on the achievement of students.(emily, 2017) moreover, when teacher creates a positive classroom atmosphere, students learn better. every student must feel safe and important in the class in order for maximum learning to take place. a positive classroom environment does not just happen; the teacher creates it. higher order question a higher order question is basically a query that requires the student to analyze and produce a reasoned response, not the teacher’s word. on the other hand no one an already prescribed factual answer to the question. direct instruction essentially, direct instruction is good structured. the teacher explain the lesson and material step by steps, uses advance organizers, 158 | english franca, vol. 3, no. 2, 2019 checks for understanding, has students answer turn by turn in ordered style and get feedback on their answers. indirect teaching indirect teaching there are several aspect in effectiveness teaching that is have been strongly advocated. usually in indirect teaching including stress on independent students learning, inclusion of students ideas in discussion, and frequent students to interaction with another students. based on the theories above, researcher conclude that many elements of effective teaching that is very related to teacher behavior in the classroom. from the elements of effective teaching make sure the teacher can teach the students more effectively. vocational high school is one of the secondary educations with a specialty to prepare graduates to be ready to work. based on (evans in djojonegoro, 2016) statement: “defined that vocational school was part of educational system that prepared a person to be more capable of working at a job or a group of occupations than other fields of work.” fortunately, there are integrated vocational school. integrated vocational school is some schools includes islamic religion in their activity, in their lesson plan. their islamic religion activities is really effective for students it is because the students got the knowledge about islamic too not just about the general material. integrated vocational school medify and deveoped their curriculum to reach the min goals of the establishment of school is among : make the students be islamic personality, have smart think and intelegent faith(suyanto, 2013). there are five principles that characterize the curriculumof the integrated islamic school.  islamic based education nd learning in all subject in the school  competency based learning  mater of qur’an  know about arabic and english language in order be able to compete in global lifes  the actulization of student’s abilities and telents on the other hand, the purpose of integrated islamic school curriculum is not only providing knowledge and completing their vocation skill but also instiling religious values. that is why the institude said tobe heli agustin, et.al: the analysis of classroom activities pursuant |159 integrated in school system, which is believed to be the foundation for forming muslim leadership. research methodology this research used qualitative methods. a qualitative case study research design was considered appropriate ininvestigating this research inquiry. the aim was to examine the teaching process in-depth and thestudents’ learning activity at schools within an organizational context. the title ofthe research project indicated a qualitative research method due to its nature to explore anddiscover the factors affecting teaching effectiveness. the study investigated the view of chefinstructors teaching in culinary arts at vocational high school islamic integrated in rejanglebong. according to hancock “qualitative research is concerned with developing explanation of social phenomena. it described social phenomena as they occur naturally(bverly, 1998). this research usedthere were two instruments, the checklist observation and interview guidance. both of instruments see the techniques and classroom activities the teachers used in the class and to see the techniques pursuant with element of effective teaching. finally, the result of checklist observation are: table 1 the result of observation the techniques teaching used by teachers no teaching techniques used by teachers the techniques implemented smk it ku smk it rr 1 a class discussion the teacher a splitting into some groups really fair. the teacher invite the students to think critically. the teacher b splitting into some groups the teacher mix the students for make good group. the teacher ask the students to think critically. 2 think pair share the teacher a ask the students the teacher b ask 160 | english franca, vol. 3, no. 2, 2019 about the lesson last meeting. the teachers a invite the student who can answer the question about previous lesson the students. the teacher b ask the students one by one about previous lesson the teacher invite the student who can answer the question. 3 a learning cell the teacher a ask the students sharing each other about the material. the students must prepare for the assignment. the teacher b ask the students sharing 4 short written exercise the teacher a instruct the students to make a resume after learned material. the students received the instruct from the teacher. the teacher b instruct the students to make a resume after learned material. 5 collaborative learning group the teacher a instruct the students. the teacher b become the students in some groups. 6 students debate the teacher a give big chance for the students to convey they idea. 7 reaction to a video the teacher a show the video or the teacher b show the based on the heli agustin, et.al: the analysis of classroom activities pursuant |161 movie. material the students learn. 8 class game teacher a give the students games the teacher b give the students games based on the finding of the observations, it can be seen that the teacher almost implemented all the techniques. for the teacher a in integrated vocational school khoiruummah used 8 techniques 8 techniques and the teacher b from integrated vocational school rabbi raddiyah used 7 techniques indicators from 8 techniques table 2 the result of observation the classroom activities used by teachers no smk it khoiru ummah the classroom activities used by teacher suitable techniqes unsuitable techniques 1 the teacher a used classroom activity pairshare. the teacher divided the students in 4-5 groups the teacher implemented debate class in the activities small group 2 the teacher a deliver a material for 15 to 20. the teacher assigns students assume the roes of the teacher used the class debate whole classinvolvement 162 | english franca, vol. 3, no. 2, 2019 individuals or group in real situation. 3 the teachers instructs students to write short assignment. reading and writing exercises based on the finding of observations, it can be seen that the teacher almost implemented all classroom activities. from the table it can be seen the teacher a from khoiru ummah implemented 5 indicators in classroom activities. table 3 the result of observation the classroom activities used by teacher no smk it rabbi raddiyah the classroom activities used by teacher suitable techniqes unsuitable techniques 1 the teacher divided the students in 3-5 groups. the teachers used debate class for ask and answer each other. small group 2 the teacher b used class discussion for whole class involvement. the teacher used the class debate whole classinvolvement 3 the teacher assigns the students to write some topics. the teachers instructs students to write short assignment to reading and writing exercises heli agustin, et.al: the analysis of classroom activities pursuant |163 assess the extent to which students. based on the finding of observations, it can be seen that the teacher almost implemented all classroom activities in classroom and the classroom activities is different with techniques but the classroom activities that reflect with technique teaching. from the table it ca be seen the teacher b in rabby raddiyah implemented 4 indicators in classroom activities. to know the classroom activities pursuant to techniques suit with the effective teaching theory , the researcher used observation checklist field notes. the checklist observation consist from several indicators which based on the theoryand the field notes based on 8 meetings for the teacher.the result finding of observation checklist for the analysis of the techniques and classroom activities pursuant to techniques suit the effective (based on welberg’s theory) as follow: table 4 the result observation checklist for the analysis of the techniques and classroom activities pursuant to techniques suit the effective (based on welberg’s theory) no elements of effective teaching observation smk it ku smk it rr teacher a teacher b 1 academic learning time the teacher a almost manages the time for learning activities in the class teacher manage the classroom. the teacher manage the time really good with the the teacher b almost manages the time for learning activities in the class teacher manage the classroom. the teacher handle learning time focus on 164 | english franca, vol. 3, no. 2, 2019 8 technique teaching she used and classroom activities. the teacher handling the students’ task behavior time by time. the teacher handle learning time. technique reaction to a video. 2 the use of positive reinforcement the teacher a gave rewards when students have a good score and gave punishment when students got bad score. teacher b always gave score for students because students. 3 cues and feedback the teacher a given the students cues just in cd, tps, swe, clgs’ techniques. the teacher give the clue for answer right question. the teacher given the students cues just in cd, tps, swe, clgs’ techniques. the teacher give the clue for answer right question. 4 co-operative learning the teacher a designs a learning problem or task and further assigns the teacher b designs a learning problem or task and further heli agustin, et.al: the analysis of classroom activities pursuant |165 students to make some small groups in order to address the problem or task collaboratively in elements cd, lc, and clg. assigns students to make some small groups in order to address the problem or task collaboratively in elements cd, lc, and clg. 5 classroom atmosphere the teacher a manages the classroom almost all the techniques. the teacher b manages the classroom almost all the techniques. 6 higher order question the teacher a used higher order question in elements cd, tps, and sd. the teacher b used higher and order question in elements cd and tps. b direct instruction the teacher a used direct instruction in elements tps, lc, swe, clg, and rv. the teacher b used direct instruction in elements cd, tps, lc, swe, clg, and rv. 8 indirect teaching the teacher a make the students more enthusiastic if the teacher. the teacher manages the learning activities which trigger high the teacher b make the students more enthusiastic. the teacher manages the learning activities which trigger high 166 | english franca, vol. 3, no. 2, 2019 frequency of interactions among students in class discussion and collaborative learning group frequency of interactions among students in class discussion and collaborative learning group. based on the result of finding observation it can be conclude there was difference among the result of the teacher a and teacher b. from the data above, several techniques that implemented by teachers pursuant with effective teaching. the teacher a and teacher b in elements of effective teaching when they implemented the technique teaching english, that technique pursuant but sometime teacher a and teacher b when they implemented the technique in indicators of elements effective teaching does not pursuant. to know the classroom activities pursuant to techniques suit with the effective teaching theory. the researcher had done interview with two english teachers as the respondents. the researcher gave the questions based on the theory about the techniques the teachers used in the classroom activities. the data obtained from interview were concluded by the researcher as below: teacher a from the interview with teacher a, teacher a use various technique and classroom activities. the teacher apply class discussion technique and teacher a drive her students to think critically and lead her students to use their logic so that they evaluate their position in a class discussion: “yes, of course i use the class discussions’ technique. actually in the class there are learning groups, it is finished make when the class wants to start a lesson in the early semester but every meeting the group must change the students. in every group the students must combine it is mean there are smart student, there are diligent students and there are slowly student, so they can help each other, usually to lead the students i usually show some videos to the students and play a game, because the students really like watch heli agustin, et.al: the analysis of classroom activities pursuant |167 and play a game. so they can use their logic in the learning activities” based on the statement above, the teacher use some techniques as a indicators to make the students to think critically in the class discussion. various techniques can make the students active. when the researcher ask about the think air shares’ techniques, the teacher use that techniques before start new material. she ask the students about the material last meeting. the teacher give a reward for the students whose can remember the material last meeting by use technique think pair share. the teacher make sure the students remember about the material last meeting before start new material. when the students sharing about the lesson each other, they will getting new information from friends, the teacher used learning cells’ technique for make the students among two students sharing about the material the teacher gave. she used learning cells’ technique in grade one about text recount. when the researcher ask the teacher about the short written exercise, the teacher answered as follow: “yes, of course every students must resume about the material they had done learn, but not all the students can convey that resume, around two or three students get a chance to convey their task to the students and teacher. based on the teacher answer, the researcher conclude the teacher called on the students randomly every the teacher gives the task to make sure all the students brave and accustomed for convey their opinion. collaborative learning group is one of the techniques the teacher a used, when the researcher ask the teacher about collaborative learning group the teacher statement is: “yes, in collaborative learning group there are three until five students. every students have a job each other, before start discussion class the students choose who the leader from that group. the leader can manage the group to be a solid group, so they can do their jobs very well” from the statement from the teacher, the researcher conclude the teacher make the students work each other in the group. the next question from the researcher is about student debate. she is the answer the statement above indicates that the teacher give task for every 168 | english franca, vol. 3, no. 2, 2019 students but they learn together with the group, so their group get score until final examination. the researcher ask about reacting a video’s technique. based on the statement, the teacher gave a treatment for the students. that treatment for make a students do not feel bored with the subject. the last question of interview is the class games’ technique the teacher used in the classroom activities. she said game is really important in learning process.the answer of the teacher can, the teacher gave the games based on the mood the students, and the students can play that games very well. teacher b from the interview with teacher b, it is found that the teacher b also used various kind of techniques teaching english in activities class. from the result of interview with the teacher b, she said that: “ yes, of course. i used class discussion technique when discuss about text narrative, so i give task to the students to make a group then they are i instruct to search generic structure in the text, search the characteristics, all the items about the text. usually i force the students to write their opinion, so i know whose the students work or not usually the weakness in class discussion technique is just smart students have opinion in the group. the reason why i instruct the students to write their opinion they can get individuals’ score and groups’ score” from that statement, the teacher used the class discussion technique and the teacher invite all the students to give their aspiration in the group. so, the students can get the information from the friends. when the researcher ask about the think pair share technique, the answer of the teacherthe researcher concluded the teacher is really good to used this technique, the teacher used the technique very well by her own and the teacher become the students more active. researcher about learning cell technique, the teacher said yes but seldom i used that. the teacher used learning cell technique for certain material. the answer of the teacher can be seen as follow: “actually i seldom used learning cell technique but when i used learning cell technique, i instruct the students to write short conversation. if the time is long i can used learning cell technique and i can test the students’ speaking by tell about short conversation their had done write. heli agustin, et.al: the analysis of classroom activities pursuant |169 based on the statement above, the researcher concludes that the teacher used learning cell technique based on the material and the time, the teacher also can take students score by used learning cell technique. used short written exercise technique is one of strategy that become the students know how to write well and how to put grammatically. from that statement from the teacher, if the teacher want to take score the students she did not used short written exercise but she instruct the students to spoken in front of their friends. the next question is about collaborative learning group. the teacher answer she have not used collaborative learning group. based on the teachers’ statement, the researcher conclude the teacher did not used collaborative group in classroom activities. when the researcher asked about student debate, the teacher gave the statement, the researcher concludes that she have not used the student debate technique. the researcher asked the teacher about reacting to a video. from the statement above, the teacher have not used a reaction to a video in classroom activities, the teacher instruct the students to spoken.the last question of interview is a class game technique. the statement of the teacher can concludes, the teacher gave the students games for make students more active in the classroom activities, every the students gave aspirations in the class the teacher always gave feedback for the students le a score. discussions the techniques used by teachers in teaching english in integrated vocational schools. in this step, the researcher used checklist observation to get the result of the question about the technique used the teachers in teaching english in integrated vocational schools. the explanation is a follow: base on the finding of the teacher a and teacher b technique they used in classroom. teacher a used a class discussion in active class. the teacher splitting into some groups that really fair, the students combine and sharing together, teacher b is same with teacher a, teacher b used a class discussion and make group for become the students sharing the material each other. teacher a and teacher b in class discussion does not instruct the student to use logic to evaluate their position but both of the teachers focus on team work in the group. next technique about think pair share, teacher a and teacher b used think pair share group technique in classroom activities, teacher a and teacher b review the 170 | english franca, vol. 3, no. 2, 2019 materials last meeting before start new material but teacher a and teacher b invite all students to give their participations in think pair share technique. the next technique is a learning cell, teacher a used learning cell technique and teacher b used learning cell technique sometimes, by used this technique teacher a and teacher b ask the students to work together about the materials and the students prepare for the assignment. next short written exercise, teacher a always used this technique after learn but teacher b very seldom used this technique, teacher b instruct the students to spoken in front of friends and teacher a instruct the students to write the material based on the students’ opinion. the next about collaborative learning group technique, teacher a used this technique for become the students discuss each other in the class about the material, same with teacher a teacher b used this technique but very seldom. next, student debate technique, teacher a used this technique for make the students give their participations in the group and teacher b does not used this technique. then, reaction to a video, teacher a and teacher b used video in classroom activities and the student more active in the class when the teacher used this technique. last, class game technique, every meetings teacher a and teacher b used games in the classroom activities. the students very interest with the material when the teacher include the game in learning process. in technique teaching the teachers a and b not implemented all the indicators of teaching technique. teacher a just not implemented one indicator from teaching technique. the indicator from the technique is the teacher a does not ask the students to use logic to evaluate their position. there some reason why the teacher does not implemented this indicators because the teacher a became the students to evaluate their position in process of discussion. in discussion technique the teacher make sure all students gave the participant so the teacher can see the evaluate their position. teacher b does not implemented the indicators from the technique in two indicators. the indicators are the teacher does not ask the students to use logic to evaluate their position and the teacher b does not implemented student debate technique. the reason from the teacher b why dose not implemented the use logic to evaluate because the teacher b saw the evaluate from the students when the students discussion in their class. the second reason why the teacher does not implemented students debate in the learning process because the heli agustin, et.al: the analysis of classroom activities pursuant |171 teacher just teach the grade one and there is no the material that support to implemented student debate. according to hisyamzaini student debate and debate method is method that can help the students for convey their idea and opinions. there are some excess from debate method, the excess are to make the students brave to talk each other and to be responsible for the knowledge obtained in the debate process. from the finding and the theories above, it can be said almost all the techniques of the teaching implemented by both of teachers. how ever there is one technique that one of the teacher does not implemented in learning process, the technique is student debate. the classroom activities used by teachers in implementation techniques teaching. based on the finding of the teachers a and teacher b in this step, the researcher used checklist observation and notes to get the result of the question about the classroom activities used by teachers in implementation technique teaching in integrated vocational school. the explanation is a follow: based on the data of checklist observation and notes the researcher got in implementation classroom activities used small groups in classroom activities. there are three classroom activities in small group technique such as pair-share, buzz groups, and three steps interview. teacher a and teacher b used this classroom activities. teacher a used pair-share technique by instruct the students to think what the students want to write around 30 second, one minute to make a abstract what they want to write, next the teacher gave the time 3 until 5 minutes for the students to explain the result in front of their friend in theclass. teacher a implemented this classroom activity for become the students more active in the class and the students connect each other and for classroom activities buzz groups the teacher implemented and the teacher divided the students in 4-5 students in one group. teacher a does not implemented three steps interviews’ classroom activities in her classroom activities because teacher a used debate class for become the students ask and answer each other. teacher b same with teacher a, she implemented two classroom activities in technique small group. techer b implemented that classroom activities pair-share to became the students connect each other by discuss about the result of the students’ write before that the 172 | english franca, vol. 3, no. 2, 2019 teacher gave the students time to write and chose the material, and teacher b implemented buzz groups in classroom activities, teacher b divided the students in 3-5 students in one group and the teacher gave the participant in large classes. the teacher make sure the students talk about the issue, the teacher calls on some of the groups to report and ask other group to convey the conclusion by raise hands. same with teacher a teacher b does not used three steps interview because the teacher got the information from the report of discussion in the buzz groups . according to jhones, there is strong empirical evidence that active involvement in the learning process in vitally important in two areas: for the mastery of the skills, such as critical thinking and problem solving that got from discussion in the group discussion. based on statement above the researcher concluded that the teacher a and teacher b in classroom need pair share and become the students some groups for make the students more active and the classroom activities will be good in the classroom. from the data of checklist observation and notes the researcher got in implementation classroom activities whole class involvement. whole class involvement there are three classroom activities. first, the teacher check, whole class debate, and role play and debates. from that classroom activities teacher a implemented all off classroom activities and teacher b does not implemented all of classroom activities in her classroom activities. teacher a deliver material to the students around 15 until 20 minutes to clearly the material next continue the next project, and the teacher a used the class debate to become the students more active to convey their opinions, the teacher a assign the students to write short assignment to assess the extent to which students understanding the material. the students make short assignment to show they understand about the material. the teacher a instruct the students to gave the arguments each other in debate, for the ending the teacher instruct the students to summary arguments for each other. based on the statement from frederic, taking advantage from debate class. the advantages of the dividing aisle in large teacher halls, the instructor assigns sides of debate to the two halves of the class or by prearrangement, students sit on the side of the room representing the point of view of debate. the researcher can conclude that the teachers used whole class involvement and students debate in classroom activities based on the heli agustin, et.al: the analysis of classroom activities pursuant |173 materials, if the materials needs to use debate class the teachers used whole class involvement activities. the data of checklist observation and notes the researcher got in implementation classroom activities reading and writing exercise have two indicators classroom activities. first, close reading and second classroom assessment. from both of classroom activities teacher a and teacher b used reading and writing exercise. teacher a just implemented classroom assessment in her classroom activities, teacher a instruct the students to write short assignment to assess the extent to which students understanding the material. the students make short assignment to show they understand about the material. teacher b implementation both of classroom activities, teacher b implemented close reading, teacher assigns the students to write some topics after that the students read the result of the write the topics and teacher b implemented classroom assessment, teachers b instructs students to write short assignment to assess the extent to which students understanding the material. the students make short assignment to show they understand about the material. based on the data above the researcher concludes that the teacher a and teacher b gave the students activities in the class based on the skills of the students. the classroom activities pursuant to techniques suit the effective teaching theory. after managing the data, the researcher found that the teacher a used all techniques teaching and teacher b used five techniques teaching english. theresearcher got some information about it. the description about the data isdescribed as follow: class discussion the teacher apply class discussion technique and teacher a and teacher b drive her students to think critically and lead her students to use their logic so that they evaluate their position in a class discussion, teachers said actually in the class there are learning groups, it is finished make when the class wants to start a lesson in the early semester but every meeting the group must change the students. in every group the students must combine it is mean there are smart student, there are diligent students and there are slowly student, so they can help each other, usually to lead the students the teachers usually show some videos to the students and play a game, because the students really like 174 | english franca, vol. 3, no. 2, 2019 watch and play a game. so from the technique the teachers used can used can become the students used logic in the learning activities. based on that statement, teachers use some techniques as a indicators to make the students to think critically in the class discussion. various techniques can make the students active. teacher b and teacher a invite all students to give aspiration in the group become the students get information from their friends. think pair share when the researcher ask about the think air shares’ techniques, the teacher a and teacher b use that techniques before start new material. researcher the students about the material last meeting. in the classroom before the teacher start the classroom activities in learning process the students get ice breaking from the teachers. ice breaking like a review the material last meeting. for remember the students about the material last week the teacher gave the games and who remember the material by use game that student get reward like a score or point. from that techniques the teacher a give a reward for the students whose can remember the material last meeting apply technique think pair share. teacher make sure the students remember about the material last meeting before start new material. teacher b used this technique for make the students more active and the students implemented this technique very well, the students can remember all material start from small things until big things. learning cell when the students sharing about the lesson each other, they will getting new information from friends, the teacher a used learning cells’ technique for make the students among two students sharing about the material the teacher gave. she used learning cells’ technique in grade one about text recount. teacher a really clearly implemented this technique to the students. teacher a always instruct the students become more active in the class. that class no one student can silent, all the students talk about the topic with their partner. the teacher a used learning cells’ technique for increase the students’ reading ability. short written exercise when the researcher ask the teacher about the short written exercise, the teacher a used this technique, but teacher b does not used this technique. teacher a make sure every students make a resume about the material they had done learn. from that technique all the students make a resume but who heli agustin, et.al: the analysis of classroom activities pursuant |175 can answer the questions from the teachers they get a chance to convey their task. that classroom activity can make the students active and want to be winner to get a score from the teacher. based on the teacher a answer, the researcher conclude the teacher called on the students randomly every the teacher gives the task to make sure all the students brave and accustomed for convey their opinion. collaborative learning group collaborative learning group is one of the techniques the teacher a used, when the researcher ask the teacher about collaborative learning group. from the statement from the teacher, the researcher conclude the teacher make the students work each other in the group. the teacher become the students in several groups, each group there are for until five students. every groups have jobs. that technique really effective for students because the students can work together in the group and have a leader for manage every works. student debate the next question from the researcher is about student debate. teacher a used student debate technique and teacher a used student debates’ technique just for several material not all material, for example talk about narrative text between first group and second group different assumption about text narrative. every groups responsibility with their group until final examination so the score is same so the smarts’ students and generals’ students responsibility with their friends so they know about their job each other. from that activity the researcher indicates that the teacher give task for every students but they learn together with the group, so their group get score until final examination. reacting a video the researcher also ask about reacting a video’s technique. from that technique the teacher a and b become the students spirit again in learning process. from kinds of techniques the teachers always showed the videos that have connect with the material they learn. the teacher gave a treatment for the students. that treatment for make a students do not feel bored with the subject. class game the last question of interview is the class games’ technique the teacher a and teacher b used in the classroom activities. the teachers 176 | english franca, vol. 3, no. 2, 2019 said game is really important in learning process.the teachers gave the games based on the mood the students,and the students can play that games very well. the teacher b become the students got score if the students gave aspiration every activities in the class. although the game does have connecting with the material but there are dedications in that games.` based on the data above, the most teachers implemented all the technique of effective teaching english. from the interview, the researcher has gotten to the respondents, the researcher got the conclusion thatthe classroom activities pursuant to techniques suit the effective teaching theory, the teachers used various technique and classroom activities in the learning process in classroom such as small group, whole class involvement, and reading and writing exercise. the techniques such as a class discussion, second a think pair share, third technique a learning cell, fourth a short written exercise, fifth collaborative learning group, sixth a student debate, seventh a reaction to a video, and eighth is class game. that technique and classroom activities really help the teacher to become the students more active and that classroom activities become pursuant of elements of effective teaching. concl usion as mentioned before, based on the finding and discussion in chapter iv can be conclude: the first, the techniques the teachers used in teaching english at vocational high school islamic integrated khoiruummah and vocational high school islamic integrated rabbi radhiyyah. based on the result of this research the researcher concludes that the teachers have implemented all the techniques in teaching english such as a class discussion, think pair share, a learning cell short written exercise, collaborative learning group, student debate, and class game. the teachers implemented that technique in classroom activities. every meeting the teachers change the technique for make sure the process learning of the students very well by used that techniques. second, the classroom activities the teachers used in implementation the technique teaching already good activities in teaching english by used several activities such as small group, whole involvement, reading and writing exercise. the classroom activities reflect the technique teaching english in the classroom, every classroom activities the teachers gives the students technique and activities based on the material they learn.last the classroom activities pursuant to techniques suit the effective teaching theory. the teachers used the techniques and the classroom activities already pursuant with the elements of effective heli agustin, et.al: the analysis of classroom activities pursuant |177 teaching such as about academic learning time, the use of positive reinforcement, cues and feedback, co-operative learning, classroom atmosphere, high order question, direct instruction, and indirect teaching. from above teacher’s techniques, activities that the teachers implemented very well by follow the elements of effective teaching. suggestion after did the observation in the classroom and interview the teachers as the respondents, the researcher would like to give some suggestions which may useful for: the schools the school can use the techniques and classroom activities in english class, but also the school can be use in other subject that techniques and classroom activities, it is so easy to implement in learning process in the classroom. the teachers technique teaching and classroom activities is two of important keys that the teachers can use to make a good and active students in learning process the classroom. the teachers can used one or more the techniques teaching based on the theory and the teacher can pursuant the technique with elements of effective teaching based on the theory from welbergs’ to make sure the technique suit with the effective teaching. so, the teachers can used that techniques and classroom activities in the classroom. future researcher the future researchers have to make the other researcher which is better than this one. the researcher hopes that the other time the other researcher investigate about how effective the technique based on the theory from welbergs’ andthis research can be used as the related finding. 178 | english franca, vol. 3, no. 2, 2019 ref erences alexander,.(2015).alexander technique. system,31,12-15. retract from http://www.alexandertechnique.com/, 19 may. apriani, e. 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(2016) ”the use of learning cell technique to improve students raeding comprehension” skripsi. fak. teacher training and education (salatiga : iain), p.10-11 englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: http://dx.doi.org/10.29240/ef.v5i1.2146, page 169-184 english language needs for medical students: a link and match of academic and professional career sri wahyuni universitas baiturrahmah sriwahyunizukhri31@gmail.com abstract the objective of this study was to link and match the needs for an academic and professional career for medical students. the rationale is what english skills and communicative needs are learned at university should meet their needs in accomplishing their study and in pursuing their professional career. it is strongly believed that this link and match makes learning english take place. to achieve the aim of this study, descriptive analysis was used to analyze questionnaire responses. the questionnaires were distributed to 156 medical students of baiturrahmah university who enrolled at bahasa inggris 6 course and had already passed bahasa inggris 1 to 5 courses. the finding indicated that 94,8% of medical students viewed that english was undoubtedly required for both academic and professional careers with listening and speaking skills as a priority. for medical needs, students viewed listening (82,27%) and speaking (82,21%). for professional needs, they believed listening 95.99% and speaking (85.25%) were the priority. interestingly, for academic needs, medical students needed communicative skills and strategies for reading english journal articles to finish their studies. for a professional career, participating in international seminars was in demand. by the study, it is strongly assumed that accommodating this link and match will make studying english more meaningful and beneficial. keywords: english language, needs, link, and match. mailto:sriwahyunizukhri31@gmail.com 170 |english franca, vol. 5, no. 1, 2021 introduction in the medical science context, english plays a very crucial role in medical studies as emp (english for medical purposes). the emp paves the way for medical students to read english medical textbooks and journal articles (vahdany and gerivani, 2016). the needs of english for medical students are not only for studying their subject matters but also for pursuing careers in the future (niazi, 2012). unquestionably, english is undoubtedly essential in medical settings for academic and professional purposes. those two purposes, academic and professional careers, have been identified by some studies by emp researchers. for academic needs, scientific resources and technical terms of medicine use english, for example, medical english articles, books, research reports (budianto, 2004). when someone wishes to be able to speak, read and write in fluent english, they must first have solid english language abilities (apriani & anshori, 2019). for professional setting needs, master (2005) found that interactions in conferences or other medical communities need english language skills. ferguson (2013) identified that to be professionals, doctors need to communicate concerning medical needs, such as reading and writing case reports and letters of referral which english formats are already available. on the pave to be more professional in a career, doctorforeign patient communication takes place in english (basturkmen, 2010). those studies stress the importance of english for medical purposes both academic and professional needs. at the medical faculty of baiturrahmah university, english is learned for specific purposes, that is, english for medical purposes (emp) which is essential for the academic and professional needs of medical students. it is assumed that these two needs if accommodated well, will pave medical students' ways to accomplish their studies and to have an expected career. thus, need analysis (na) on what english needs are demanded their academic and professional career settings are identified in this article. sri wahyuni: english language needs for medical students: a link and match of academic and professional career│171 theoretical framework needs for medical emp students na is an important stage in designing english for emp materials (belcher, 2006; (nalini arumugam, 2011); (astika, 2015); (alqurashi, 2016); (aniqoh, 2018). due to the importance of need analysis for emp students, several research has been carried out with different findings in the context of english as a foreign language. budianto (2004) conducted a study aimed at identifying the most fundamental needs of the medical students in learning english at the medical faculty of muhammadiyah university of malang (mum). the findings of his study revealed that 75% of respondents explained that they needed the materials relevant to their study and 25% of respondents explained that they needed speaking of writing and reading skills for their future careers. vahdany and vahdany (2016) did a study intending to find out the english language needs of medical students and general practitioners in an efl context at guilan university of medical sciences, iran. their findings of the study showed that both medical students and general practitioners valued reading skills, higher than the other language skills followed by writing skills. however, speaking skills had the least significance for both groups. and also, general practitioners reflected higher needs towards the english language than medical students. the studies above reveal that need analysis (na) is highly required at different places. the most important result is the bridge between what is taught at university and what is demanded in a professional career. the english academic needs for emp students as the english language has a considerable role in medical education, some studies have been conducted to find out english language needs for medical students in efl (english as a foreign language) contexts. some research was conducted due to the demand of conveying scientific, technological, and academic information globally expressed in english (creswell, 2013). thus, the use of medical english in seminars, textbooks, and journal articles has increased (pavel, 2019); (vera-cazorla, 2015), thus suitable course contents for english must be carefully selected (javid, 2011) and updated (vera-cazorla, 2015) . the 172 |english franca, vol. 5, no. 1, 2021 need for research on the english language for academic purposes is highly demanded as indicated by some research findings. there are varieties of the needs of english for academic settings. studies conducted by faraj (2015) to libyan medical students and piroozan, et.al, (2016) to iranian medical students indicated that medical students' needs were to understand lectures, reading medical textbooks and journal articles, presenting articles, and getting actively involved in conferences. furthermore, muhammad, et.al. (2018) conducted a study for arabian medical students who study english as a foreign language. their findings showed that english was used in a variety of academic activities, such as lecturing, discussing medical issues, participating in seminars and conferences, reading articles and journals, comprehending graphs and charts, writing laboratory reports, essays, and research papers. these findings proved that that english was highly required in a variety of academic activities. english is crucial to accomplish their study. there are a variety of activities that demand english as the medium to get knowledge and to actualize the knowledge of medicine written and orally. understanding lectures, reading medical textbooks (kayaoğlu & akbaş, 2016) and journal articles, and comprehending graphs and charts are some activities to get knowledge. while presenting articles and getting actively involved in conferences, discussions on medical issues, and writing laboratory reports, essays and research papers are examples of activities that use english for knowledge actualization. (nhan et al., 2016) highlighted that teaching english for medical students need to prioritize reading, listening, speaking, and writing for knowledge actualization. in sum, english is essential for acquiring and communicating knowledge on medicine. the english professional career needs for emp students this significantly demanded english for medical students' careers has been studied by some researchers. the aim of studies conducted is for medical students to learn english at university. the medical english learned, of course, deals with the sub-skills and topics needed (nataša milosavljević , aleksandar vuletić, 2015). (poedjiastutie & puspitasari, 2019) found out from their study that english adds doctors to have better performance in their professional setting as doctors. therefore, some studies, especially in efl contexts, have been carried out with the end objectives on medical students' future needs. sri wahyuni: english language needs for medical students: a link and match of academic and professional career│173 budianto (2004) conducted a study on 36 students of the medical faculty of muhammadiyah university of malang (mum), indonesia about the use of english. the finding indicated that 18 respondents (50%) responded that they used speaking skills most. another 18 respondents (50%) confirmed that they used reading skills too. interestingly, none of them claimed that they would use english for writing and listening. in short, this finding stresses the importance of english speaking and reading skills for medical students. muhammad, et.al. (2018) in their study of arabian medical students found out that learning medical english which was linked and matched to professional english is very crucial. their findings listed the workplace demands of english. english was needed for participation in seminars, comprehension of english medical literature, manuals of medical equipment, and communication with foreign patients, doctors, and other health professionals. other needs were to write medical purpose letters and medical prescriptions and to take case histories. in conclusion, those studies revealed that in workplaces, english is for communication, especially speaking. communicative activities like participating in international seminars and communicating with foreign patients need english speaking skills. other needs of english, reading english medical literature, and understanding the manuals of medical equipment, are examples of activities requiring english reading skills (antic, 2007) ; (mcfarland, 2009) ; (lodhi et al., 2018) . at the medical faculty of baiturrahmah university, english is learned for specific purposes, that is, english for medical purposes (emp) which is essential for academic and professional needs for medical students. these two needs, if accommodated well, will pave their ways to accomplish their study and career. thus, what english needs are required for their academic purposes and what is demanded at workplaces needs to be searched. hence, picturing english communicative needs for the medical faculty of baiturrahmah university is crucial. the findings of this study can be for the development of appropriate english language contents which link and match between academic and career needs. it is important to view from different perspectives that can be valuable contributions to have appropriate links and match. 174 |english franca, vol. 5, no. 1, 2021 research methodology this descriptive study collected information on english language skills needed by medical students for academic needs and professional career needs. the respondents were 156 medical students who had already enrolled in bahasa inggris 1 to 4 courses. the data were collected by questionnaires written in the google form. the first section was about the importance of english and the priority of the english skills needed. the second section was about the needs of english for academic settings. the last section was about the need for english for a career. it is important to note that the questionnaires were adapted from vahdany and gerivani (2016) as this study was carried out with similar purposes and characteristics of participants, that is, medical students. experts’ opinions were also obtained by responding to the expert validation questionnaire whether or not the questionnaire given to the students was readable, understandable, relevant, and applicable. reliability was analyzed by spss 16. the overall results indicated that the cronbach’s alpha of measurement (0,960) indicated that all items were reliable. findings and discussion findings the importance of english communicative needs for emp students in academic settings. students' responses on the needs of english for medical students for academic settings were displayed from five questions. is english important in your study? chart 1. the important of english sri wahyuni: english language needs for medical students: a link and match of academic and professional career│175 from the chart above, it is clear that english is an extremely important factor in students' success in their medical program. 147 students (94,8% ) believed that english was the crucial important factor to determine their success at university. 3 students (1,9%) thought that it was not important. 5 students (3.2%) were in doubt. is english important for your future career? chart 2. english for your future this chart reveals that english is important for the student's future career as a medical professional. 149 students (95.5%) believed that english was one of the important factors to a future career as a medical professional. 4 students (2.6%) thought that it was not important. 3 students (1.9 %) were in doubt. do you agree that english is the only language of instruction in the classroom? chart 3. english is only language instruction 176 |english franca, vol. 5, no. 1, 2021 this chart reveals that only half of the students agreed that the language used for classroom instruction was english. 80 students (51.6 %) believed that english was the only language of instruction. 60 students (38.7%) believed that it was not important. 15students (9.7 %) were in doubt. do you agree that professional english would be useful for your study? chart 4. english useful for your study this chart shows that the majority of the students agreed to learn professional (medical) english language would be useful in their medical studies. 146 students (95.2 %) believed that learning the medical english language helped them in their study. 5 students (3.2%) thought that it was not important. 4 students (2.6 %) are in doubt. which of the english language skills is the most important for your academic success at the university? the result shows that students agreed that listening was the most important followed by speaking than the other skills, reading, and writing. this strongly suggests that teaching and learning should be stressed on listening and speaking. english language communicative needs for emp students in academic setting. the result also indicates that students placed the most important communicative english skill for the academic setting was that the skills or strategies to read articles and sri wahyuni: english language needs for medical students: a link and match of academic and professional career│177 journals indicated by 82.05% of the degree of importance. the second importance was the skill to write research papers (81.25%). the third one was the skill to follow lecture instructions (80.60%). the others were the skills to discuss medical issues in seminars and conferences (79.96%), to write essays and research papers (79.64%), to comprehend graphs and charts (78.36%), and to write laboratory reports (77.40%). how important are the following english communicative needs of medical students academically? the chart reveals that participating in seminars (95.35 % ) was the most important communicative english skill for professional careers. the second importance was the skill to read english medical literature (83.33%). the third one was the skill to communicate with patients, doctors, and other health professionals from other countries (82.53%). the others were to understand the manuals of medical equipment (81.73%), to read case histories (81.41%), to write medical prescriptions (81.08%), and to write medical purpose letters (79.32%). which english skills are more important than the others at workplaces? the result shows that students agreed that listening was the most important followed by speaking than the other skills, reading, and writing. this finding indicated that in workplaces. discussion the importance of english and the priority of the english skills for emp students academic needs the majority of students view that english is in need both for their success at university and career. english is considered important for some reasons written by respondents on the google form. first, english is an international language, therefore, some medical books are written in english, for example; journals, textbooks, drug labels, and manuals. second, since english is spoken by more people in the world, it will be easier to communicate with foreign patients. third, google 178 |english franca, vol. 5, no. 1, 2021 translate does not give us what we mean. last, there are a lot of new medical updates about medicine in english. clearly, english is highly demanded not only in studying but also in pursuing a medical career. therefore, english courses play an important role for more medical students. questioning the idea of whether english can be used as the only language of instruction in all courses, not all of the respondents agree. only 80 students (51.6 %) agree that english is the only language of instruction. 60 students (38.7%) think that it is not important. 15 students (9.7 %) are in doubt. they think that indonesian is easier to understand. they worry about their ability in english and the variety of english used by medical lecturers. this means that in the classroom, lecturers are demanded to mix the codes, indonesian and english. students agree that listening and speaking skills need to be the focus of teaching and learning. students view listening skills as extremely important (82.37%) followed by speaking 82.21% for their success at university. as the needs of english for studying, they also view listening skill as extremely important (95.99 %) followed by speaking (85.25%) for their success at workplaces. the needs of these listening and speaking skills can be seen clearly from the table below: table 1. the importance of english skills study needs career need % % listening 82.37 95.99 speaking 82.21 85.25 reading 80.60 80.92 writing 78.20 78.20 sri wahyuni: english language needs for medical students: a link and match of academic and professional career│179 english language communicative needs for emp students for academic needs. variety of english language communicative needs are demanded by medical students. reading articles and journals in english is the most important one indicated by 82.05% of the degree of importance. it is assumed that updating knowledge and issues in medicine are from periodical publications. therefore, reading english articles and journals is necessary to be more professionals. the second importance is the skill to write research papers (81.25%). the third one is that english is for following lecture instructions (80.60%). english is demanded discussing medical issues in international seminars and conferences (79.96%), writing essays and research papers (79.64%), comprehending graphs and charts (78.36%), and writing laboratory reports (77.40%). the rank of the important communicative english skills can be revealed in the following table: table 2. english language communicative needs no communicative english skills for academic setting % 1 reading articles and journals 82.05 2 writing research papers 81.25 3 following lecture instructions 80.60 4 discussing on medical issues in seminars and conferences 79.96 5 writing essays and research papers 79.64 6 comprehending graphs and charts 78.36 7 writing laboratory reports 77.40 those skills are highly demanded by the students in studying. these communicative skills underline why english is important in academic settings. they need skills or strategies to read articles and journals because a lot of medical resources are written in english. in addition, writing research papers in english is in need as students want to publish their research findings or ideas in international journals. the 180 |english franca, vol. 5, no. 1, 2021 ability to actively participate in international seminars is important to update their knowledge on medicine. english language communicative needs for emp students for professional career needs. what communicative english skills are crucially viewed by medical students is identified by their responses. first, they believe that the most important communicative english skill for a professional career is the skill to participate in seminars (95.35 %). second, reading medical literature published in the english language (83.33%) is listed in the second one. third, they also need the skill to communicate with foreign patients, doctors, and other health professionals (82.53%). the other skills are to understand the manuals of medical equipment (81.73%), to read case histories (81.41%), to write medical prescriptions (81.08%), and to write medical purpose letters (79.32%). with the different levels of importance, it can be interpreted that all skills are viewed as important by medical students as none of the percentages is below 50%. to sum up, the four communicative english skills accommodate their needs in their career. to be professional in a career, the capability of listening and speaking is the key to having a good career. participating in seminars, of course; needs listening, speaking, reading, and writing skills. to be actively involved in international seminars, the ability to speak english is a must. in addition, speaking is essential to communicate with many different colleagues and doctors across the world. reading strategies are indeed crucial. english reading ability helps them to understand more medical literature published in english, and this ability ends in updating medical knowledge. as the participants of this study believe that listening and speaking are their main concerns, reading and writing abilities are also highly demanded to be more professional doctors. conclusion english taught for medical students does not only accommodate students' needs for studying but also their needs for being professional doctors. in this sense, the english that they learn can be strongly linked sri wahyuni: english language needs for medical students: a link and match of academic and professional career│181 to their future working lives. it is strongly believed that with this link and match english subjects will be meaningful. if it is already meaningful, learning is assumed to take place. the findings of this study prove that english is unquestionably essential for medical students both in studying and having desirable careers in the future. the finding also indicates that students need listening and speaking skills more than reading and writing skills. to meet the needs, teaching materials and methods should focus on listening and speaking practices. furthermore, medical students need strategies for reading articles and journals, writing research papers, 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(2015). an analysis of the textbooks for teaching english for medical purposes in the former degree in medicine at the university of las palmas de gran canaria. in journal of english studies (vol. 13, p. 175). https://doi.org/10.18172/jes.2818 englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: : http://dx.doi.org/10.29240/ef.v5i1.2082, page 61-78 perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school puji astuti sekolah tinggi ilmu kesehatan bina husada palembang astuti_fuji22@yahoo.com abstract the teacher as a human resource is directly confronted with the presence of students. therefore teachers must equip themselves with various competencies, starting from the preparation of learning administration that must be fulfilled and made. therefore, it is reasonable if a teacher plays an important role in learning in school. therefore, it is natural that the existence of teachers plays a very important role in carrying out learning in schools. the research objective was to describe the perceptions of low-grade teachers in implementing thematic learning in the curriculum 2013 at sumber rahayu oku timur elementary school. this research is qualitative research that contains words to describe the object under study by collecting data first at the time of the research by using documentation and interviews conducted from april to june 2020. the results of this study are the perception of low-grade teachers on thematic learning in the curriculum 2013 is that (1) the existence and accuracy of the preparation of rpp strongly support the success of learning, (2) learning can be done with interesting and fun even though the teacher does not fully understand the curriculum 2013, (3) the existence of facilities and infrastructure owned by the school to support teaching activities are still inadequate, (4) the overall assessment in the 2013 curriculum was felt to be a quite difficult and complicated burdensome teacher. recommended, it is necessary to prepare an appropriate thematic learning design according to the 2013 curriculum before learning in class. keywords: teacher perceptions, learning thematic, curriculum 2013 mailto:astuti_fuji22@yahoo.com 62 |english franca, vol. 5, no. 1, 2021 introduction the process of teaching activities in generally in elementary schools uses the lecture and question and answer method rather than the method of discussion, discovery, and or demonstration. as a result, learning activities in the classroom is teacher-centered and textbooks so that the interactions that occur are only one way, namely the student-teacher and there is no reciprocal vice. this can be due to various reasons, one of which is that the teacher lacks insight into learning renewal or is even familiar with a learning innovation but is reluctant to implement it. thematic learning in its implementation requires more on the application of concepts learning by doing. thus, the existence of a teacher is very important in designing and organizing and creating student learning experiences which can later have an influence on student learning outcomes. this learning experience must be able to show the relationship between concepts so that it can create more meaningful and effective learning. linking concepts to subjects can produce schemes that make it easier for students accept the lessons presented. the implementation of the curriculum 2013 requires the readiness of teachers to face changes in learning. teacher readiness in preparing learning is an important role in success at 2013 curriculum 2013 change, especially during its implementation in class. therefore, the ability of teachers to learn new learning approaches, strategies, models, and methods is needed so that student competence can be achieved. apart from the readiness of the teacher, the readiness of students to accept learning changes is also very important in achieving competence. thematic learning curriculum 2013, notes are needed to observe whether the implementation has been effective. because not all elementary schools have implemented thematic learning in the 2013 curriculum even though it has been recommended by the government, this is because in its application it needs to be adjusted to the conditions of each school. sumber rahayu oku timur elementary school is one of the elementary schools that has implemented thematic learning curriculum 2013. through the initial observations that the author did at sumber rahayu oku timur elementary school in march 2020, researchers found several notes that some opinions and responses varied and different perceptions of teachers about the application of thematic learning in elementary schools based on the 2013 curriculum can be started from the preparation of the lesson preparation plans, especially in determining basic competencies, compiling indicators, determining learning media puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│63 and strategies, as well as the readiness and support of infrastructure facilities. besides that, sumber rahayu oku timur elementary school is located in a village that sometimes has difficulty accessing the internet network. different understanding of the implementation of the curriculum 2013 does not make the teachers sumber rahayu oku timur elementary school do not let go of their hands in preparing lesson plans that must be adapted from curriculum 2013. although a teacher has to bother preparing the thematic learning tools that are applied. teachers must also have and understand how the formation of students' abilities in school because it is also influenced by the learning process that occurs in class. the learning process can be formed based on the ability of the teacher and the teacher's understanding of student characteristics. to create an effective learning process, what the teacher must understand is its function and role in teaching and learning activities, namely as a guide, facilitator, resource person, or information provider. the learning process that occurs depends on the teacher's view of the meaning of learning which will affect the activities of their students, therefore the learning process must pay attention to the suitability of the child's development. to support this, it is necessary to have an understanding of how understand the characteristics of students in the teaching process in the classroom, especially for low-grade students and thematic learning. majid (2014) states thematic learning is part of an integrated learning model, namely a learning method that creates students, both individually and in groups, who are active in discovering scientific concepts and understanding scientific principles thoroughly and meaningfully. this integrated thematic learning needs to be implemented because: (1) in everyday life the subjects stand alone; 2)demands of scientific progress and the existence of information technology; (3) advantages of the thematic learning, the material presented is related to everyday life, can link subjects to one another, and learning is active, effective and fun (akbar, 2014). the characteristics that need to be understood from thematic learning according to hernawan (2011), namely: (1) student centered, role of he teacher as a facilitator is in charge of providing facilities for students to learn; (2) can provide direct experience for students by seeing something real and direct as a basis for understanding things that are abstract; (3) difference between one subject and another becomes unclear, considering that the focus of learning is directed towards getting 64 |english franca, vol. 5, no. 1, 2021 a discussion about material or theme that is closely related to the student's life environment; (4) in the presentation of the concepts of various subjects and which are packaged in a learning process, so that students can understand these concepts as a whole and comprehensively; 5) has a flexible nature, because in implementing it the teacher can link the material from one subject to several other subjects in the form of themes; (6) the student learning outcomes obtained will be able to develop in line with the interests and needs of each student, the opportunity to exploit and optimize the potential of students more widely. implementation of the curriculum 2013 in which a teacher plays a very important role, both in preparing lesson plans, to implementation and in evaluating because a teacher is a curriculum planner, implementer, and developer in their class. each curriculum implementation requires teachers to master the contents of the field of study, understand the characteristics of students, carry out educational and fun learning, and the potential for professionalism and personality development (mulyasa, 2014). referring to the results of research conducted by (sulih and jumadi, 2019) on how teachers 'and students' perceptions in learning physics curriculum 2013. the research shows (1) teachers have a good perception by learning physics using a scientific approach, (2) the student's response is very positive towards learning physics using a scientific approach, and (3) has a positive and significant relationship between student perceptions of the application of learning physics using a scientific approach. by paying attention to this phenomenon, the authors wish to conduct research to obtain more information on how the response of low-grade teachers about how to implement thematic learning curriculum 2013, by the title "perceptions of low-grade teachers on thematic learning in the curriculum 2013 at sumber rahayu ogan komering ulu timur state elem, entry school". theoretical framework thematic learning in its implementation, the thematic learning process is emphasized on the scientific approach inistry of education and culture (2013) aims to provide understanding of knowledge to students to be able to recognize, puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│65 understand the material with a scientific approach, because the various information received comes from various sources and does not depend on unidirectional information from the teacher because during learning and learning process must involve three domains, namely attitudes, knowledge and skills according to rusman (2015) thematic learning is an integrated learning model which is a learning system that will be able to provide possibilities for students both individually and in groups to actively explore and be able to find various scientific concepts and principles as a whole. the determination of thematic learning in low-grade primary school learning cannot be separated from the development of the concept of an integrated approach itself. because basically, thematic learning is the application of integrated learning. based on some of the above opinions, the author concludes that thematic learning is learning structured based on certain themes and combines several learning materials from various competency standards and basic competencies of one or several subjects. where thematic learning is learning that is centered on student activities so that students are required to always be active learning the concepts of the material being taught. according to majid (2014) thematic learning has several principles, namely : 1. holistic, the meaning that the existence of phenomena or events in learning that becomes a study and attention in the thematic learning process is observed and studied from several fields of study or several subjects at once and is not studied from a separate or compartmentalized point of view. 2. meaningful. the assessment of a phenomenon from various aspects, which allows the formation of inter-schema relationships that students have, which in turn will have a meaningful impact on the material being studied. 3. authentic, the meaning in its application learning in thematic form emphasizes to students that students can understand directly about the concepts or principles being learned. 4. active, means that in its implementation, learning in thematic form is also designed by inquiry discovery because it is where students will be directly involved. thematic learning allows students to directly understand the concepts and principles that they want to learn. active in the learning process, from planning, implementation, to the evaluation process 66 |english franca, vol. 5, no. 1, 2021 strengths and weaknesses from thematic learning models according to kunandar (2007) thematic learning has the following advantages: 1. it is fun because it starts with students' interests and needs. 2. providing experiences and in teaching and learning activities relevant to the level of student development and student needs 3. learning outcomes can be felt by students and can also last a long time because they are more memorable and meaningful. 4. develop skills in terms of thinking children according to the problem or problem at hand. 5. cultivate children's skills in socializing through cooperation. 6. have an attitude of communication tolerance and responsiveness to other people's ideas. 7. presenting real activities like what students experience and following the problems faced in the students' environment. furthermore trianto (2010), the advantages of implementing thematic learning are as follows: 1. by combines several basic competencies and indicators and subject content so that the material does not occur repetition or accumulation and the material can be arranged coherently. 2. students can find out that there is a meaningful relationship from the content and learning material because it is more of a means and not an end. 3. the results of learning are intact, making it easy for students to interpret the learning process and receive material that is divided into one theme. 4. has a combination of subjects, so that students' mastery of the concept will be better and increase? thematic learning in addition to having the advantages described above, some disadvantages arise, namely: 1. demands the role of teachers who have broad knowledge and insight, high creativity, skills, self-confidence and high academic ethos, and are brave enough to package and develop material 2. the development of academic creativity requires good student learning abilities in the aspect of intelligence. this can happen because the thematic learning model that is applied emphasizes how to develop analytic abilities (to give insight), associative abilities (to puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│67 connect), and explorative and elaborative abilities (discover and explore). 3. thematic learning requires sufficient and useful means and sources of information to develop the necessary insights and knowledge. 4. thematic learning requires an integrated assessment and measurement system (objects, indicators, and procedures). 5. thematic learning does not prioritize one or more subjects in the learning process. the puskar team (dalama rusman, 2015) identified several weaknesses in thematic learning, including: 1. teacher aspect, teachers must have broad insight, have high integrity, reliable methodological skills, high self-confidence and dare to package and develop material. 2. in the student aspect, thematic learning demands relatively good learning abilities of students, both in academic ability and creativity, because the thematic learning model emphasizes analytical skills, associative abilities, exploratory and elaborative abilities. 3. the importance of the aspects of learning facilities and resources, in their application of thematic learning requires reading materials or sources of information that are quite numerous and varied, even the existence of internet facilities. 4. curriculum aspects, which must be flexible, oriented towards the achievement of students' comprehension completeness, not on achieving targets for the delivery of subject matter. 5. in the assessment aspect, thematic learning requires a comprehensive assessment method. 6. aspects of the learning atmosphere are needed because thematic learning tends to prioritize one field of study and the sinking of other fields of study, depending on the educational background. understanding teacher perception kotler (2000) in isthofiyani (2014) states that definition of teacher perception is a person's process of interpreting something, choosing, organizing, information, input or opinion, and creating a picture of various problems in the world. such perceptions can be generated from various aspects but may depend on the presence of physical stimuli of everything but will depend on the relationship between stimuli with the surrounding environment and according to one's condition. 68 |english franca, vol. 5, no. 1, 2021 mangkunegara (in arindita, 2002) also argues that teacher perception is a process of giving meaning to the environment, in this case, perception includes the interpretation of objects. receiving the stimulus (input), organizing the stimulus, and interpreting the stimulus that has been organized by influencing behavior and the formation of attitudes. hidayat (2013) states that perception is a person's ability to perceive something at issue. someone can only have perception according to their attitude. furthermore, sondang (2011) emphasized: "perception is a process of structuring and translating a person's impressions about the environment in which he is in". this understanding is also expressed by veithzal (2006) that "perception is a process taken to organize and interpret their sensory impressions to give meaning to their environment". perception is a significant psychological factor that contributes to a person's behavior. in looking at the same object or event, the understanding that other people perceive may differ. the surrounding objects that we perceive with our senses are then projected to certain parts of the brain so that we can observe these objects. the term perception is often referred to as assumptions, images, and views because in perception there is a person's response to a certain thing or object. in general, perception has many meanings. from the description of the opinion of several experts that perception is a process that is preceded by sensing, namely a process that takes the form of receiving a stimulus by someone through the senses or also called the sensory process. the perception referred to here is that each different individual has a desire to give meaning and see the same thing in different ways so that they give different interpretations of what they see or experience. thus, in essence, perception is the process of giving meaning by a person to a certain object which is influenced by knowledge, experience, mood, and also desires. the meaning that a person gives to an object can be known through the impressions, opinions, and behavior that are displayed concerning the object in question. in general, perception can be interpreted as one of the psychological aspects that are important to human life in responding to the presence of various aspects or elements and symptoms around it. puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│69 characteristics of learning in low classes the characteristics of learning in the lower classes are concrete learning. this learning process must be designed by the teacher so that student abilities, teaching materials, learning processes, and assessment systems are in depending at the level of development that students have, besides that implementation of the process teaching activities classroom must be developed interactively. some of the characteristics of low-grade students according to djamarah (2008) include: 1) there is a high positive correlation between the health state of physical growth and school achievement, 2) there is an attitude that tends to obey traditional game rules, 3) there is a tendency to praise himself, 4) likes to compare himself with other children, if it is considered advantageous to underestimate other children, 5) if you cannot solve a problem, then it is considered not important. when viewed from djamarah's statement above, the age of low-grade students still tends to be innocent. plain here means that students still need guidance to direct what is good and what is bad. therefore, it is necessary to supervise and control student learning activities at school and home. low-grade learning is carried out based on lesson plans that have been developed by teachers. implementing the learning process. teachers must be designed by the teacher so that students' abilities, teaching materials, learning processes, and assessment systems are because it must be based on the stages of student development during the learning process. another thing that must be understood is that the learning process must be developed interactively. in this case, a teacher has a very important role in creating a response stimulus so that students are aware of events in their environment. low-grade students still need a lot of attention because the focus of concentration is still lacking, attention to speed and learning activities is also lacking. this requires teacher persistence in creating a more attractive and effective learning process. implementation curriculum 2013 the implementation of the 2013 curriculum is a follow-up step to developing existing curricula, namely the competency-based curriculum, which was initiated in 2004, and the 2006 ktsp which includes competency such as attitude competency, knowledge competency, and skills competency which are integrated with each other (mulyasa, 2013). 70 |english franca, vol. 5, no. 1, 2021 curriculum 2013 is carried out to prepare the indonesian people, especially students who can live life as individuals and citizens who have good qualities, are still productive, very creative, innovative, and effective and can contribute in carrying out the life of a state and world civilization. so that the existence of curriculum development in 2013 only focuses on the formation of competence and character of students, which can be in the form of knowledge and skills and attitudes that can be shown by students as a form of their understanding of these concepts students learn conceptually. according to law number 20 of 2003 concerning the national education system article 1 point 19, the definition of curriculum is a set of learning plans and arrangements regarding objectives, content, and learning materials as well as methods used as the basis for guidelines for implementing learning process activities to achieve educational goals. the curriculum is usually distinguished between the curriculum as a written plan, namely the curriculum document and the curriculum as functional, the curriculum that is operated in the classroom is a functional curriculum (syaodih, 2009). implementation is a process of application, which includes brave, have a concept and able to implement policies, and have to innovate that are packaged in practical actions to have an impact, change of knowledge changes change in proficiency, and changes values and attitudes. implementation of the curriculum in learning can be interpreted as the actualization of the written curriculum in the form of learning (kunandar, 2007). in implementing the curriculum (imas and berlin, 2014), several factors are expected to help teachers in dealing with student learning difficulties, as follows: 1. formulation of goals. 2. identification of sources, including sources of readability, audiovisual sources, human, community, and school sources concerned. 3. role of related parties 4. development of workforce professional skills related to implementation. 5. scheduling activities of support elements, such as work methods, people, equipment, costs, and time. 6. effective communication 7. monitoring. recording and reporting that helps monitoring puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│71 8. the evaluation process contains objectives, functions, evaluation methods, and evaluation forms. 9. repair and redesign curriculum. thematic learning assessment curriculum 2013 in the implementation of the 2013 curriculum, there is an educational assessment component which is a the process of obtaining knowledge and processing methods of information that will be used to measure the achievement of student learning outcomes which include various assessments such as authentic, self, portfolio-based, tests, daily tests, midterm tests, final semester tests, competency level exams, competency examinations quality level, national examinations, and taking school / madrasah exams (permendikbud number 66, 2013). according to (the national education standards agency) one of the principles of assessment is to have a comprehensive and mutually integrated learning process. comprehensive in the sense of an act of assessing student learning outcomes must meet and contain several competency specifications to be assessed and must contain abilities in the cognitive, affective, and psychomotor domains. integrated assessment is an assessment that in assessing learning activities must pay attention to cognitive, affective, and psychomotor aspects, so that the results of the assessment are not biased where students complete learning in certain lessons, but also do it during the learning process (zainal arifin, 2012). the assessment process is assessing which is in the form of superior learning carried out, internalization of the character and formation students competencies later, including how learning goals are realized. in this case, the assessment process is carried out to assess the activity, creativity, and involvement of students in learning, especially mental, emotional and social involvement in the formation of student competencies and student character (mulyasa, 2013). research methodology type of research used is research with a qualitative approach. sugiyono (2010) states in qualitative researchers, the main instrument is humans, who has a role and function in determining the direction of focused research, determining informants for data sources, collecting and assessing data quality, as well as analyzing and interpreting data, then making conclusions on the research findings. 72 |english franca, vol. 5, no. 1, 2021 the reason the researcher used a qualitative approach because, the resulting data is shaped descriptive, the form of documents and words that can be trusted. the type of research used is descriptive research, where this researcher is intended to obtain in-depth information regarding the perceptions of low-grade teachers to thematic learning in the 2013 curriculum at sumber rahayu oku timur elementary school from april to june 2020. the data source uses primary data and also use secondary data. the implementation of research in data collection using observation, interview, and documentation techniques. sugiyono (2015) said that qualitative research is a human instrument, which has a function in determining what is the focus of research, in selecting informants as data sources, in collecting data, and assessing how the quality of the data is, and also in analyzing data, interpreting data and making conclusions on his findings. observation technique using the form of non-participant. where, author does not participate directly in the learning process and only observes the learning activities carried out by the teacher in the classroom. researchers also used the interview method where a method of collecting data by asking someone who is an informant or respondent. this is so that the conversation in the interview is more focused and focused on the intended purpose and avoids the conversation that is too broad. in addition, it is also used as a general benchmark and can be developed by researchers through questions that arise during the interview (arikunto, 2002). the type of interview conducted in this study was a free guided interview in which the interviewer had brought guidelines about what to ask in general. through the documentation method, researchers dig up data such as documents related to thematic learning in low classes, as follows: curriculum, syllabus, lesson plans, assessment documents, learning reference books, schedule of learning activities, lists of teacher names, facilities, and infrastructure, and documentary photos. the researcher as a human instrument made observations on the application about learning thematic curriculum 2013 at lower classes at sumber rahayu oku timur elementary school. moleong (2011) describes humans as research instruments because humans are planners, the implementer of data collectors, analyzes, interpreters of data, and ultimately reports on research results. the data puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│73 validity test used was a triangulation of sources and techniques. sugiyono (2015) explains that the validity of the source triangulation was carried out to check the data that had been obtained by comparing it with several sources, while the validity of the technical triangulation was carried out to check the data obtained by interview, observation, and documentation. technical data analysis using; (1) data collection, this stage is carried out the process and prepares the data for analysis. this step requires materials in the form of transcripts of interview results, material recordings, inputting the data obtained and selected and compile data into different types of data by considering the sources of information previously obtained, (2) data presentation is an analysis in the form of tables or matrices, networks, or diagrams. presentation of qualitative research data is carried out briefly described, can be in the form of tables or charts and there is a relationship between categories, (3) reduction of the is a study of the form of analysis that works by grouping, classifying, discarding unnecessary data, organizing the data according to the results of the reduction then interpreting the results of the observations into themes, then the data that has been organized and arranged will be easy to understand, (4) conclude and verify data. the results of the initial conclusions that are interpreted are temporary, then they will be subject to changes if valid evidence is found that supports the subsequent data collection process. the conclusion in qualitative research is the answer in the form of data that answers the problem formulation formulated from the beginning of the study. schematically, the data collection process can be described as follows: figure 1. interactive model according to miles and saldana(2014) 74 |english franca, vol. 5, no. 1, 2021 findings & discussions findings the results of interviews and the results of collecting documentation, as well as observations made by researchers at sumber rahayu oku elementary school about the perceptions of low-grade teachers in the application of thematic learning in the curriculum 2013, are as follows. the results of the interviews the researchers conducted with grade 1, grade 2, and grade 3 teachers had learning tools that were prepared and compiled individually and in consultation with fellow teachers at school. these low-grade teachers also have a syllabus, where the syllabus contains or contains themes, core competencies, subjects, basic competencies, material, time allocation, assessment, learning resources and media, and evaluation. regarding the readiness of the learning devices, the three low-grade teachers also have thematic-based learning plans which are based on the syllabus. the detailed content of the lesson plans compiled contains the identity of the subjects which include themes, sub-themes, time allocation, names of subjects, classes/semesters, and time allocation. there are also competencies to be achieved which include competency standards, basic competencies, and indicators. furthermore, it contains learning objectives that are tailored to the subjects that have been mapped, material according to themes, methods, and learning activities with learning steps including introduction, core activities, and closings. from the learning device, it contains a schedule of learning activities that will be carried out for one semester, preparing curricular books and student assignments, but not all teachers contain an assessment of results containing assessment instruments including performance appraisal and product assessment. furthermore, the results of the interview relate to the readiness for the implementation of thematic learning in the curriculum 2013 that has been implemented by grade 1, grade 2 and grade 3 teachers at sumber rahayu oku timur elementary school in the implementation of learning ready to make learning interesting and fun despite the obstacles and difficulties in completing the fields in learning tools are sometimes very difficult, for example in choosing media, determining the basic competencies of various subjects and even the indicators. the learning process in the curriculum 2013 prioritizes practical learning both individually and in groups. meanwhile, teachers are required to be more active and creative in carrying out teaching, puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│75 especially in low-grade classes. because, where in thematic learning that is always on the theme of the teacher is required to be able to know the types of learning models and the teacher must also be able to choose and apply learning models properly and pleasantly in accordance with the material presented in the class. however, there are obstacles and difficulties encountered in implementing and implementing them, such as when preparing the learning tools to determine the learning methods and models to be used, because low-grade students still have to be guided and accompanied in learning. in addition, there must be infrastructure and media readiness to support the thematic learning process in accordance with the curriculum 2013. the principal's response to the implementation of the curriculum 2013 below in implementing to the curriculum 2013 is that the school is ready and trying to fulfill everything that can support the smooth implementation of learning, especially low grade thematic. teachers also show a good response, even though they have to face and deal with obstacles and obstacles. starting from the readiness of the teacher, the learning tools, media and methods, and infrastructure that will continue to be homework at sumber rahayu oku timur elementary school. discussion the research findings obtained about the perceptions of low-grade teachers to application of thematic learning curriculum 2013 are shows good. the results of interviews conducted by researchers with grade 1, grade 2, and grade 3 teachers, as well as with school principals regarding the perceptions of lower-class teachers on the during the thematic learning process activities according curriculum 2013, are as follows. based on these learning tools, the teachers of the sumber rahayu oku timur elementary school are based on implementing learning. for them, the accuracy in thematic learning that is required in the curriculum 2013 can be carried out properly by low-grade teachers of sumber rahayu oku timur elementary school. these teachers can make lower-grade thematic learning more interesting and fun. the perception of low-grade teachers towards thematic teaching activities in curriculum 2013, that these teachers find it difficult when they have to translate basic competencies into sub-themes and themes into learning. developing curriculum 2013 thematic learning tools is very important in supporting the successful the learning activity learning itself. the perception of low-grade teachers at sumber rahayu oku timur elementary school towards thematic learning in the curriculum 76 |english franca, vol. 5, no. 1, 2021 2013 is that teachers must be able to choose and use various learning media that are tailored to the material to be delivered. readiness must be supported by the readiness of adequate infrastructure to support the thematic learning process following the curriculum 2013. from the description of the responses given by the low-grade teachers above, it is in line with what was conveyed by the principal of the sumber rahayu oku timur elementary school that related to the readiness of the school to be ready and keep trying and trying to fulfill everything that is can support the smooth implementation of learning, especially thematic learning in the low-class curriculum 2013. teachers also show a good response, although in practice they must face obstacles and obstacles. starting from the readiness of the teacher, learning tools, media and methods, and infrastructure. that will be homework for the sumber rahayu oku timur state elementary school in the future in implementing the curriculum 2013. the results above are relevant research that has been done rusman (2015) entitled "curriculum implementation at elementary schools a study on 'best practices' done by elementary school teachers in planning, implementing, and evaluating the curriculum". the results of the study show that the teacher's response during the implementation of the 2013 curriculum was very positive. in the planning of learning activities with a very positive category as well as in planning and evaluation activities in the positive category. the response of elementary school teachers to the implementation of the curriculum 2013 is a good category. in terms of planning, it is included in the very good category, while in the implementation and evaluation activities it is a good category. conclusion from the results of the discussion and research findings through interviews and the results of documentation, as well as observations made by researchers about the perceptions of low-grade teachers of the curriculum 2013 thematic learning at sumber rahayu oku timur elementary school, researchers can say that thematic learning which is required in the curriculum 2013 can be carried out properly by low grade teachers of sumber rahayu oku timur elementary school. these teachers can make low grade thematic learning more interesting and fun. the three low grade teachers have the same perception of the importance of learning device readiness and find it difficult to translate basic puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│77 competencies into sub-themes and themes into learning. the research conclusions are as follows; (1) learning can be carried out in a meaningful, interesting and fun way, but teachers still have difficulty determining basic competencies and making indicators of various subjects; (2) the existence and accuracy of the preparation of the lesson plans are very supportive of the success of learning; (3) schools need infrastructure, learning resources, and learning media readiness to support the thematic learning process in accordance with the curriculum 2013. references akbar, sa’dun. 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(2014). pembelajaran tematik terpadu. bandung: remaja rosdakarya. majid, a. (2014). strategi pembelajaran. bandung: remaja rosdakarya. miles, m. b, huberman, a.m, & saldana, j. (2014). qualitative data analysis, a methods sourcebook. edition 3. usa: sage publications. terjemahan tjetjep rohindi rohidi, ui-press. 78 |english franca, vol. 5, no. 1, 2021 moleong, l. j. (2011). metodologi penelitian kualitatif edisi revisi. bandung: pt. remaja rosdakarya. permendikbud no. 66 tahun 2013 tentang standar penilaian (salinan lampiran). rusman. (2015). “curriculum implementation at elementary schools a study on ‘best practices’ done by elementary school teachers in planning, implementing, and evaluating the curriculum”. https://files.eric.ed.gov/fulltext/ej1079108.pdf skripsi (online). universitas pendidikan indonesia. (diakses pada tanggal 20 juni 2020). rusman. (2015). pembelajaran tematik terpadu: teori, praktik dan penilaian. jakarta: rajawali pres. sondang p. s. 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(2012). evaluasi pembelajaran. bandung: pt. remaja rosdakarya. https://files.eric.ed.gov/fulltext/ej1079108.pdf english franca: academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.2721 the importance of linguistics for teachers in english language teaching sholihatul hamidah daulay universitas islam negeri sumatera utara sholihatulhamidah@uinsu.ac.id muhammad dalimunte universitas islam negeri sumatera utara muhammaddalimunte@uinsu.ac.id diah widya ningrum universitas islam negeri sumatera utara diahwidyaningrum@uinsu.ac.id abstract this writing aims to determine the function of linguistics in english language teaching. it will discuss how important linguistics in english language teaching is. it uses the literature review method or called library research. in collecting the data, it uses the descriptive method and comparison method. from the finding, it can be concluded that linguistics pays attention to its function in teaching. linguistics and language teaching are closely related to each other. this is because language teaching goes hand in hand with language growth. how is it possible that a language teacher can practice language skills if he does not master linguistics itself, how can he train writing skills if he does not master spelling, morphology, syntax, semantics, and lexicology? in addition, as a language teacher, he not only has to practice language skills but also has to explain the rules of the language correctly. keywords: english language teaching, english teachers, linguistics. mailto:sholihatulhamidah@uinsu.ac.id mailto:muhammaddalimunte@uinsu.ac.id mailto:diahwidyaningrum@uinsu.ac.id 340 | english franca, vol. 5, no. 2, 2021 introduction linguistics is the scientific study of language and there are several materials studied in linguistics that are called linguistics scope. in general, linguistics is the search for knowledge that humans unconsciously have about language, an understanding of the structure of language, and knowledge of how various languages differ from one another. in various general dictionaries, linguistics is defined as the science of language or the scientific study of language (chaer 2012:2, langacker, 1973:35, lyons 1975:1, martinet, 1987:19, matthews 1997:59, pit corder 1973:82, widdowson 1985:15) the study of linguistics has undergone three stages of development, namely from the first stage called the speculation stage, the second stage is called the observation and classification stage, and the third stage is called the theory formulation stage (chaer 2003:332). in the history of its development, linguistics is filled with various schools and understandings which from the outside seem very complicated, contradictory, and confusing, especially for beginners (chaer, 2003: 332). linguistics is divided into several sub-disciplines of linguistics. based on the object of study, language in general or a particular language is divided into two, namely general linguistics and special linguistics. based on the object of study, language at a certain period or language throughout the ages is divided into four, namely synchronic linguistics, descriptive linguistics, comparative historical linguistics, and contrastive linguistics. based on the object of the study, whether the internal structure of language or language concerning factors outside the language is divided into micro linguistics and macro linguistics (soeparno, 1995:17-18). based on the purpose, whether a linguistic inquiry is to formulate a theory or to be applied, it is divided into theoretical linguistics and applied linguistics. based on its relationship with factors outside of language, it is divided into dialectology, sociolinguistics, anthropology, stylistics, and philology. based on the flow or theory used in language investigation, it can be divided into traditional linguistics, structural linguistics, transformational linguistics, semantic linguistics, rational linguistics, and systemic linguistics. in language teaching, it cannot be separated from the things that have been mentioned above. when a language teacher teaches about the language itself, it requires science to help create an effective teaching and learning process. he/she must understand either the sholihatul: the importance of linguistics for teachers in english language teaching 341 language that is commonly used (everyday language) or a foreign language. then, one of the sciences most related to language teaching is linguistics. several studies have been done before. franscy (2015) focused on the use of linguistics in the research. meanwhile, aziz thaba (2014) focused on the role of linguistics not only to the language teacher but also to the experts of language or linguists. however, the discussion in this writing only focuses on the importance of linguistics for teachers specifically in english language teaching. the researcher will discuss the use of linguistics for english language teachers especially. theoretical framework the word linguistics comes from the latin "lingua" which defines language. kridalaksana (1993) stated in his linguistic dictionary, the word linguistics is meant as the science of language or scientific language investigation. the same definition was put forward by tarigan (1986), which is a set of knowledge obtained by applying the scientific method to the phenomenon of language. as a scientific study of language, linguistics does not distinguish between one language and another (hasanan, 1984). in essence, linguistics is identical to language teaching. it must be admitted that there is a very close relationship between the two. there are two different opinions among linguists. some argue that language science as a science must be autonomous and independent (parera 1991:20, suriasumantri 2009:20). linguistics is pure science that seeks to study and analyze its object under the linguistic theory it adheres to without regard to its use and function. there is also the opinion of linguistics experts who state that in addition to being a pure science, linguistics must also think about ways to apply it in everyday life for the benefit of humans, among which the important thing is language teaching. language teaching activities are efforts that result in students being able to learn languages effectively and efficiently. the linguistic theory itself is separated to allow a language teacher to gain knowledge of how to apply these linguistic theories in language knowledge because we know that a person who is proficient in a language does not guarantee that he or she is someone who can teach language to others. teaching speaking in the classroom is always intended to result in communicative activities that allow for a personal relationship to be formed grow both inside and between learners and lecturer. we dubbed it a communicative activity (gusmuliana, et. al, 342 | english franca, vol. 5, no. 2, 2021 2020). likewise, language teaching is a practical and pragmatic science. the main purpose of language teaching is to achieve the results of language teaching, students master the target language as a means of communication well (basiran in miftah 2010). for a teacher, speaking and understanding a language is one thing, and another is how to achieve the technical knowledge needed to understand and explain the language system, its phonemes, morphemes, words, sentences, and discourse structures. each has a different view of language, and it is wise for the language teacher to pay attention to these differences to obtain a unified picture of the object. there are two questions in language teaching that need to be solved, namely: what to teach and how to teach it. these are content and method issues, outcomes design issues, and process design issues. the method of teaching language and its teaching itself ultimately depends on what the language is according to the views of the teacher and the compilers of the method (mackey 1965:139). therefore, linguistics plays an important role in language teaching which aims to make students able to communicate skillfully in various communication contexts. research methodology this study was conducted in the form of qualitative research, by using library research. library research is research conducted using literature (library), either in the form of books, notes, or reports on the results of previous research (sugiyono, 2016). in this case, the researcher used the step-by-step process to gather information from some articles, journals that related to the variables researched namely linguistics, language teachers, and language teaching. there are 6 articles or journals related to linguistics, and there are 7 articles or journals related to language teaching. after collecting the data, the researcher tried to understand and interpret it into a concept that can support the study. the data source of this study is from the sources related to the topic. in analyzing the data, there are 2 kinds of methods, namely; a. the descriptive method is a method used to describe and interpret what exists, opinions that are growing, ongoing processes, consequences or effects that occur, or trends that develop. b. a comparative method is a method used to deliver a comparison among the theories or experts' opinions found in this study. (sumanto, 2014). sholihatul: the importance of linguistics for teachers in english language teaching 343 results & discussion results the following were some articles related to both linguistics and language teaching; 1. international journal of english linguistics, role of applied linguistics in the teaching of english in saudi arabia (khan, 2011) 2. middle east journal of scientific research, applied linguistics and english language teaching (khansir, 2013), 3. language awareness, linguistics in tesol teacher education (lafond & dogancay-aktuna, 2009), 4. language and education, becoming an english language teacher: linguistic knowledge, anxieties and the shifting sense of identity (giovanelli, 2015), 5. language learning journal, teaching linguistics to low-level english language users in a teacher education program: an action research study (banegas, 2020), 6. asian englishes, positioning elt in applied linguistics in japan: a diachronic approach (oda, 2021). based on some articles collected by the researchers, lafond (2009) said that linguistics is very needed in english language teaching because this helps teachers to explain the english components and structures to the students. every language has a system or linguistic rules that can be learned in micro linguistics terms namely phonology, morphology. syntax, and semantics studies. however, english language teaching should be incorporated with other fields (macro linguistics) such as psychology, education, cognitive science, music, anthropology, ethnology, language acquisition, sociology, bilingualism, and language teaching too. the function of linguistics in teaching is mostly called applied linguistics and this covers research into phonetics, phonology, morphology, syntax, semantics, and occasionally includes the other titles such as psycholinguistics and sociolinguistics which concentrate on language acquisition and situation theory, respectively. in language teaching, linguistic fields such as theoretical linguistics, sociolinguistics, and psycholinguistics cannot be separated because all these disciplines make useful contributions in completing a language teaching and learning program. in addition, khan intakhab alam (2011) stated that nowadays the english teachers also used a comparative study as a means of teaching the target language. in analyzing the comparison, the english teachers need linguistics, for example, error analysis. error analysis itself is one type of linguistics analysis that focused on analyzing the learners' mistakes. 344 | english franca, vol. 5, no. 2, 2021 furthermore, khansir (2013) said there is a connection between these fields and language teaching. linguistics has long been used by language teachers, who differ in their use of traditional linguistics which is full of prescriptive and normative statements, while modern linguistics is also structural and descriptive. for teachers who use an old grammar book to teach pronunciation, grammar or semantics use linguistic knowledge, namely traditional linguistics. aspects of phonetics, phonology, morphology, syntax, and semantics are useful in teaching a language. the theoretical basis of a language is that a linguistic description will describe the language; structure and function of the language. the contribution of linguistics to language teaching is indirect. therefore, the field of linguistics and language teaching is autonomous and becomes its field of expertise. however, that does not mean that they do not need one another, because inevitably they require linguistic elements, namely there are many related theories of linguistics, which can be implemented in language learning and teaching. linguistics only contributes indirectly in the form of materials. discussion teaching english as a foreign language involves a lot of knowledge and strategies. nowadays, an english teacher is expected to know the students and teaching objectives, the subject matter, some teaching methods, and broad knowledge generally. furthermore, an english teacher must have a strong motivation in doing his job to be a good model for the students. there are many uses of linguistics in language teaching. six uses of linguistics in language teaching (roulet 1975: 65-75): 1. the linguistic theory provides information about the structure and function of the language system in general to language teachers. it plays an important role in determining the objectives, content, and approach of language teaching. 2. the linguistic theory also provides an intermediate language to the teacher. this is the universality of forms such as the different types of formulas in generative transformation grammar (deletion formulas, transformation formulas, and so on). all of these things can be used by teachers in language teaching. 3. either directly or indirectly, the linguistic theory of language acquisition affects the process of language teaching, more so how language is taught. sholihatul: the importance of linguistics for teachers in english language teaching 345 4. a language description will make the teacher aware of the structure of the language to be taught, and thereby improve the quality of linguistic content in language teaching. 5. the description of language also gives the teacher knowledge of elemental units such as phonemes, morphemes, tagmemes, and so on. and also provides a list of structures or a formula system for a language that can be used in its teaching. 6. a language description provides a sequential system of formulas. it can be used to shape teaching materials. sometimes the sequence does not need to be followed neatly. language teaching activities are pedagogic, pedagogical grammar is the grammar that contains language teaching and learning activities written per and for the language teaching and learning process. informally, information about the success of a particular approach or procedure in language teaching is always available. the classroom can be considered the most accessible laboratory of all for research. since the priority of the class is whatever is in the interest of the student's education, there is a limit to what can be achieved employing language learning research. some continue to advocate that the teacher's role in what is often called action research and linguistics can contribute both in helping teachers to carry out such research and in efforts to introduce a stronger empirical basis for evaluation of learning and effectiveness in language teaching and learning. the results of academic discussion and research results that have linguistic theoretical weight are transferred into postulates that guide the use of correct and good language through language education activities. if we consider linguistics and teaching as two poles, then between the two poles it is necessary to have a connector that can serve both of them best. this means of service is a new discipline called applied linguistics. ramelan further stated that if structural linguists believe in the contribution of linguistics to language teaching, then transformational linguists never claim to be. according to the latter, linguistics is an autonomous science, which tries to study language as a means of communication used by humans without considering the possibility that their theories about language can be applied to language teaching. this may not be separated from the attitude of chomsky himself (a transformational figure), he even stated in a conference of language teachers that a linguist never intends to concern himself with the problems of language teaching. 346 | english franca, vol. 5, no. 2, 2021 however, many transformationalists believe that the creative aspects of language that a person has (one review of this school) can be applied to language teaching, for example by training students to create and produce sentences in the language they are learning. while structural linguists agree on the role of linguistics in language teaching, it is also inseparable from bloomfield's attitude. besides being a linguist, he is also an expert in language teaching. this is shown by his great concern for the teaching of modern languages. he strongly criticized the use of the grammar-translation method. according to him, the main goal of teaching foreign languages must be based on oral mastery of the language. the application of teaching methods will not run effectively and efficiently as an introductory medium for teaching materials if the application is not based on adequate knowledge of the method. so that the method may become an obstacle to the course of the teaching process, not a component that supports the achievement of goals if the application is not right. therefore, it is very important to properly and correctly understand the characteristics of a method. conclusion linguistics is the science of language or the scientific study of language. apart from being a pure science that examines and analyzes its object, linguistics also pays attention to its function in teaching. linguistics and language teaching are closely related to each other. this is because language teaching goes hand in hand with language growth. how is it possible that a language teacher can practice language skills if he does not master linguistics itself, how can he train writing skills if he does not master spelling, morphology, syntax, semantics, and lexicology? in addition, as a language teacher, he not only has to practice language skills but also has to explain the rules of the language correctly. the usefulness of linguistics in teaching was also emphasized by robert lado who said that in language teaching, teachers who teach must know the linguistic elements and facts of students' mother tongues so that teachers can find out students' problems in learning the students' target language. references abidah, a., nurul h, h., simamora, r., fehabutar, d., & mutakinati, l. 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(2021). improving students speaking motivation by using role play technique at institute islamic in indonesia. hoffman, sj (2010). teaching the humanities online: a practical guide to the virtual classroom: a practical guide to the virtual classroom. routledge. johnson, e. b. (2002). contextual teaching and learning. california: corwin press, inc. giovanelli, m. (2015). becoming an english language teacher: linguistic knowledge, anxieties and the shifting sense of identity. language and education, 29(5), 416–429. https://doi.org/10.1080/09500782.2015.1031677 khan, i. a. (2011). role of applied linguistics in the teaching of english in saudi arabia. international journal of english linguistics, 1(1). https://doi.org/10.5539/ijel.v1n1p105 khansir, a. a. (2013). applied linguistics and english language teaching. middle east journal of scientific research, 15(8), 1140–1146. https://doi.org/10.5829/idosi.mejsr.2013.15.8.11238 lafond, l., & dogancay-aktuna, s. (2009). teacher perspectives on linguistics in tesol teacher education. language awareness, 18(3– 4), 345–365. https://doi.org/10.1080/09658410903197348 oda, m. (2021). positioning elt in applied linguistics in japan: a https://doi.org/10.1080/09500782.2015.1031677 348 | english franca, vol. 5, no. 2, 2021 diachronic approach. asian englishes, 23(1), 79–89. https://doi.org/10.1080/13488678.2020.1867952 parera, jos daniel. 1986. educational linguistics: approaches, concepts, and theory of language teaching. jakarta: erlangga publisher. scheg, ag (2014). reforming teacher education for online pedagogy development. igi global. sevimel-sahin, aylin. (2020). a survey on the intercultural communicative competence of elt undergraduate students. ejal eurasian journal of applied linguistics. sifakis, nicos c. (2018). elf-awareness in elt: bringing together theory and practice. jelf colloquium 2018; 7 (1): 155 – 209. soeparno. (2002). dasar-dasar linguistik umum. yogyakarta: pt tiara wacana. sugiyono, 2016. metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. sumanto, 2014. teori dan metode penelitian, caps (center of academic publishing service) yogyakarta. suwarsih. 2013. language teaching methodology: pre-method to post-method era. yogyakarta: uny press. zhang, xiaodong (2017). a critical review of literature on english language teaching textbook evaluation: what systemic functional linguistics can offer. journal of language and cultural education 2017, 5 (1), issn 1339-4584. widdowson, h. g. 1985. language purpose and language use. oxford: oxford university press. english franca : academic journal of english language and education vol. 2, no. 1, 2018, stain curup p-issn 2580-3670, e-issn 2580-3689 padlet as media to improve writing mastery of english department students of uniska 2015-2016 pritantina yuni lestari fkip, uniska kediri, indonesia pritantinayl@gmail.com erwin hari kurniawan fkip, uniska kediri, indonesia erwinharikurniawan@gmail.com abstract multimedia has been spread out and used by many students in their live, but it is rarely to use multimedia as one of media used in teaching learning process. the objective of this study is to know whether the use of padlet as media can improve students’ descriptive writing mastery of students of english department of uniska in the third semester. the research design used is classroom action research consisting of two cycles. each cycles consisted of three opportunities for students to have interaction using padlet. the cycle consisted of planning, implementing, observing and reflecting. the instruments used in this research were observation check list and writing test using padlet. padlet was introduced from the first time of teaching learning process in the class and the following interactions were using padlet without having direct interaction in the classroom. the first cycle was not successful because of the students got difficulty in managing time in accessing padlet and some errors in their grammatical used. then in the second cycle, the result showed that 18 from 20 students passed the minimum score and all students did all assignment using padlet. from the result, it can be concluded that the implementation padlet as media can improve students’ writing mastery. keywords: padlet, writing mastery, descriptive writing intro duct ion english as one of the international languages in the world should be mastered by people from many countries in the world to communicate each other. they may know and understand what they speak communicatively because of english. because of the reason above, english becomes the first foreign language that is taught in indonesia 2 | english franca, vol. 2, no. 1, 2018 from elementary school up to university. writing is one of the four basic language skills: listening, writing, reading and speaking. teaching writing is the process of giving the english lesson, from the teacher to the students based on the material in order that the students are able to absorb it and they will be able to communicate by written text. writing is a way of gaining control over your ideas and getting them down on paper. there is nothing mysterious about this process, and you can learn to write effectively and feel confident about your writing if you are willing to put in time and effort. many people find it necessary to write at one particular place or with a certain color of ink or a special type of keyboard. having these things may help you write, but more important than these is developing the ability to concentrate. sometimes it will be necessary to tune out everyone and everything in order to reflect inwardly and recreate incidents that you have read or heard about, experienced, or observed. with total concentration, you can "replay" these incidents and share them with your reader. for instance, if you want to remember that first day of school long ago when you were six years of age, all you have to do is close your eyes until a mental picture enters your mind. that room, that teacher, that moment of fear, happiness, or excitement can be a video played in your mind. and from your "mind's video" you can write your thoughts on paper to share with your reader. (wingersky, 1992) in writing, people learn better from words and pictures than from words alone. multimedia instruction consists of words and pictures rather than words alone. the case for multimedia learning rests on the premise that learners can better understand an explanation when it is presented in words and pictures than when it is presented in words alone. (mayer, 2009) relating to writing, descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and/or sounds. a good description is a word picture; the reader can imagine the object, place, or person in his or her mind. a description usually follows a pattern of organization that we call spatial order. spatial order is the arrangement of things in space. as you read the model paragraph, notice how the description moves from the bottom of the stairway to the top. also notice how the description of the woman moves from far away to near. (oshima and houge: 2007). in descriptive text, the generic structures are identification and description. identification describes the identification of object mentioned. then, descriptive text describes the characteristic and description of the object. language feature using pirantina & erwin: padlet as media to improve writing mastery |3 attributive and identifying process, adjective and classifiers in nominal group, simple present tense the term generic structure refers to the series of requirement of elements in constructing descriptive text. in uniska, especially the students of the third semester had problem in writing, especially in structure and developing idea to be a good composition. it was known when they submit paper of the descriptive text to the writing lecturer. the dialogue of the writing lecturer with the researcher tried to think the alternative solution of the problem above. based on to jacobs (1982) in esl composition profile stated in safitri (2008), there are five aspects in scoring writing. they are content, organization, vocabulary, structure/ language use, and mechanic. from those it can be inferred that students’ score in writing descriptive is lower than the minimum score criteria. suherdi (2012) states that the 21st century world is characterized by the emergence of the second wave of globalization if the first was triggered by technology, the second by ict. now ict has made distance face to face communication possible. ict has led teachers to take new perspective in their teaching. ict makes teacher aware the using of multimedia in teaching learning process. before it, multimedia has been part of our language since 1950s. it has been used to refer to great many aspects of communication and technology and is therefore difficult to precisely define. according to rada (1995), multimedia refers to any synchronized media stream. one example is that of moving images synchronized with sound. in other side, heinich, eds. (1999) states that multimedia relates to any combination of two or more media formats that are integrated to form an informational program. concerning to the multimedia used in teaching, padlet (http://padlet.com), formerly wallwisher, is a web space where the admin can add files, links, videos, and more. by using this, tutor can create various walls to add your favorite content. tutor/teacher may develop the above wall to collect and share a few of his favorite technology resources. people can also collaborate to continue adding to the same wall space. by using this, it can create a live discussion among the tutor and students and also co-tutors. (klein, 2013) further, fuchs (2014) gives comment related to the implementation of ict that when using technology as a means to encourage whole-class participation in classroom activities, there are benefits and risks to consider. first and foremost among the benefits is the idea of technology as the great equalizer, particularly when the http://padlet.com/ 4 | english franca, vol. 2, no. 1, 2018 participant has the option to be anonymous. if students are not confident in their ideas or not sure if they have the right an-swer, any chance of failure is minimized when no one knows what answer they typed. this realization can allow more freedom and experimentation in the learning process. in addition, students are drawn to the novelty of the technology and seem to want to participate just to have the opportunity to use it. a final benefit of real-time participatory technology is that it can give the teachers a more complete picture of learning from all stu¬dents, rather than from a handful of the most vocal or most confident ones. the teacher can then use that information to inform lesson development, creating a more targeted and authentic interaction between teacher and students. fuchs (2014) also states that there are some problems. the first, technology is fickle and unpredictable, as any instruction librarian can already attest to. internet access comes and goes, and sites go down for maintenance without warning. when teachers use technology in the classroom, they are at its mercy, and that fact alone may be enough to repel people from using it. with so many unknowns already existing in the classroom, it may seem to some like an act of sheer insanity to knowingly introduce yet another one. another risk is that real-time means real-time. students may use the ability to instantaneously see other students' responses as an opportunity to use the technology as a personal stage for silliness. a final risk is that some may perceive the use of new technology in the classroom as educational "smoke and mirrors" and may question its value for teaching. in an effort to be an intentional, purposeful teacher, he considers it important to explain to classes the educational significance associated with activities, so he also makes it a point to explain the rationale behind the classroom use of this technology with students. based on the explanation above, the researcher wanted to apply padlet as media used to improve students’ writing achievement. before applying it at first the researcher did a study to operate and understand the typical of padlet and compare it with other on line media, such as whatsapp, email, moodle, etc. after knowing the characteristic, some advantages and disadvantages of using padlet and how to operate it in teaching learning the researcher conduct a research using padlet as media to improve writing achievement of the third semester of english department of uniska kediri. the formulation of the research was: how padlet was able to improve writing achievement to the third semester students of english department of uniska kediri. pirantina & erwin: padlet as media to improve writing mastery |5 the type of writing used in this study was limited in mastery descriptive text studied by the first semester of english department uniska kediri of the 2014-2015 academic years. the stages of writing process applied were pre-writing, continued by drafting. after that the students should do proofreading and editing before they publish their writing. the findings of this study are expected to have theoretical and practical contribution. first from theoretical view it was expected to support the theory of applying padlet in teaching writing. then, viewed from practical this research gives meaningful contribution to the lecturers, students and future researcher. the students can apply padlet as media used in learning writing. then, for the lecturers this media is useful to help them in teaching learning practice. the role of the future research of padlet, this research will be the consideration in applying padlet for other research. method the design of this study was classroom action research which has four steps in each cycle, which consist of: planning, implementing, observing and reflecting. this cycle was adapted from the model proposed by kemmis and mctaggart (1992) which focused on a particular group of students in the third semester of “a class” of english department of uniska kediri in a certain classroom. thus, the classroom action research in the study was implemented for the purpose of improving writing achievement of the students in descriptive text by using padlet as media used. the implementation of it was expected to improve the students’ writing achievement. the setting of the research was done in the third semester of academic year 2015-2016. the class had 17 students who had low in mastering descriptive text. this study was associated with the general idea of improving the students’ writing achievement in descriptive text. the general idea focused on improving the students’ writing achievement by using padlet as media used in discussing, doing assignment, and commenting their duty submitted among the students and lecturer. then, the preliminary study phase was conducted. after that the researcher implemented the research. in preliminary study, the researcher did some activities as follows. the first step, researcher did pre-observation. this activity was done to know the pre-condition before the observation, especially the result of the students’ writing achievement. it was taken from the score 6 | english franca, vol. 2, no. 1, 2018 of paper submitted to the third writing lecture. in this time, the researcher tried to find out the problems that made students feel difficult in writing. it could be taken from the interview and direct observation. having done the observation, the researcher identified the problems happened in their writing. the problems appeared were: the researcher stated that the students were weak in writing. it can be identified from their grammatical error, developing idea to the composition and coherence and unity in their paper. the achievement of the students; writing can be identified as below: total 1124 mean 66,11 min 55 max 80 median 65 n 17 having been identified, it can be concluded that the students’ writing achievement was still weak and under qualified, because there were 11 students from 17 students got score below 70. if it is clarified and described, it can be elaborated as below: the students got difficulty in grammatical, developing idea, coherence and unity in their writing. besides that most of students got difficulty did not have any bravery to ask to the lecturer if they did not understand to the lesson given. based on those two facts, the researcher decided that the students’ organizing ideas skill needed to improve. in this research, the researcher and his collaborator prepared instructional materials used in implementation in every teaching learning process. firstly, the researcher and the collaborator prepared the materials which support the teaching learning process, especially related to team pair share. the researcher and the collaborator prepared the books supported the analytical exposition text and the questions given. the researcher and the collaborator tried to make interesting media to support teaching writing using team pair share. the students were considered successful, if they met the criteria of success as follows: (1) more 75% students were actively involved doing the teaching and learning process using padlet, (2) the students’ writing comprehension improved which could be seen from the result of pirantina & erwin: padlet as media to improve writing mastery |7 each cycle, (3) all of students could achieve the passing grade of the writing achievement in writing, that was 70. findings findings from cycle i the students' achievement concerning to the research on the students' writing in cycle i it can be stated the students' achievement in writing descriptive text in cycle i was not adequate yet. it was found that the average score of this cycle was 66.11. it was greater than the preliminary study that was 65.00. then, if we compared this condition with criteria of success viewed from score, it could be stated that the students’ achievement in writing did not achieve the criteria of success. this condition happened because of two factors. first, some students got difficulty in differing the using of “be” and “verb’ as predicate in their sentence. the second, the students still got difficulty to differ whether fragment or sentence. some of them got difficulty in run on sentence. it could be seen from their writing starting from pre writing until publishing their writing in padlet. the students' involvement based on the result of analysis on the data gained from the observation checklist in cycle i, the findings show that the students' involvement in the writing activities was categorized as fair . there were 2 of 17 students did not follow the first meeting, so the procedure of teaching learning process using padlet could not maximize used by students. some of the students directly write without passing the steps of writing. the following problem was some students were late in submitting the task on time, although there was a message sent using short message service to all students and message posting in the padlet about what should they do and the deadline of the task that they should submit. in this cycle there were only 15 students participated in this research where 2 of 14 students were late in submitting the final task which was used as treatment score. revision on the strategy based on two conditions above, that the criteria of success had not been achieved yet, so the following cycle should be done. from the scoring criteria it was known that the problem of the students in 8 | english franca, vol. 2, no. 1, 2018 grammatical error, fragment, and run on sentence should have been reduced in the following cycle. giving explanation related to grammatical error and giving exercise would be the first consideration. at the first day students should read the example and discuss with their friends. the following day the students would do some exercise related to grammatical error. the third day the students would be given some explanation and exercise related to the fragment and how to overcome it. the third day the students should observe the run on sentence and how to overcome it. then on the following day, the students were given some artists’ pictures to be created into pre writing, continued to be created in to drafting and pasting in the padlet to be read by thir friend to get some input and revision. then they should edit and publish their revision writing in to the padlet to be taken the score. related to the students’ motivation and participation, the students were gathered to get explanation and how to have interaction in teaching learning process using padlet. all students were given motivation the importance of their participation in order they could pass the cycle by getting the satisfactory score result. the researcher asked their mobile number to be contacted if they were not submitting their participation by the date line. here the researcher also emphasized the process of writing starting from the pre-writing by using picture as brain storming, drafting their idea, asking their friends to read and comment, and editing their writing before they posted it. those activities were done before implementing the teaching learning using padlet. findings from cycle ii the students' achievement based on the analysis on the students' compositions in cycle ii, the findings show that the students’ average writing achievement increased from 71 in the first cycle to be 76 in the second treatment. 16 students got score above 70 and only one students got score 68. the maximum score was 85. the mean score was 75. even though the students' achievement in writing improved, it was still found the certain types of mistakes made by the students in the students’ writings. two students were gotten problem in run on sentece, 3 students got problem in fragment and one students in verbalize the picture into writing. overall the students could achieve their writing, especially in descriptive text. based on the condition of the students’ achiement the process of classroom action research could be stopped. pirantina & erwin: padlet as media to improve writing mastery |9 the students' involvement here the researcher observed students’ activity during the implementation of padlet as media in teaching learning process using checklist, form the checklist known that all the processes were using the padlet. the weakness about participation of the students in the first cycle could be overcome by doing the second cycle. and the students could write and develop their idea using the step of writing a text passing pre-writing, outlining, proofreading, editing and publishing. in this cycle all students participated in teaching learning process using padlet as schedule given in the first meeting of this cycle. the explanation and motivation in the first meeting given by the lecturer gave positive effect toward their participation. besides that the given of message using whatsapp group and short message service every morning to remain students toward their task that they should do could maximize their participation. di scu ssion s from the research above it provides more information and data that the implementation of padlet as media in teaching learning process of writing descriptive text can improve students’ writing achievement which was indicated by the result of each cycle. from the observation checklist, it could be known that students’ activeness improved in the second cycle if we compare from the first cycle. the implementation of sending message and giving interesting topic could drag motivation to participate and study using padlet. the using padlet as media forum in studying english could make students and lecture study together without having time and place border. it is in line with klein (2013) statement about the advantages of padlet as media in teaching learning process and suherdi (2012) statement that the implementation of ict in teaching learning process can change new perspective in teacher’s teaching. then related to the result of cycle, it could be seen from the graph below that in the preliminary study, it can be concluded that the students’ writing achievement was still weak and under qualified, because there were 11 students from 17 students got score below 70. then in the first were 3 students got score under 70 and two students did not submit the task on time so they did not get score. in the last treatment, the criteria had been achieved well, so the researcher could stop the cycle. students’ participation reached 100% it could be seen 10 | english franca, vol. 2, no. 1, 2018 from all students participating in discussion, submitting the second until third task on time. the error made during the task was falling down. . figure1. students score related to the students’ participation, in the preliminary research all students participated 100%. then in the first treatment only 88,23% (15 of 17 students) participated actively in teaching learning process using padlet as media in teaching writing. then after giving motivation, explanation and guidance using social media and sms, the students’ involvement could be 100% in the last cycle. figure 2. students’ involvement based on the condition above it could be stated that by giving attention and intense communication, teaching descriptive text using padlet as media could improve students’ achievement. conclu sion an d r ecommenda tion based on the implementation of padlet in teaching writing descriptive text, the researcher concluded that padlet can improve students’ writing achievement. the problem in the first cycle happened because on the first meeting not all students could come and understand stu students’ involvement average score pirantina & erwin: padlet as media to improve writing mastery |11 the process of learning using padlet. the choosing of interesting topic and giving awareness to participate and finish the task well and explain gain the process of studying, share, upload, and comment or discuss using padlet in the beginning of the second cycle and sending message to remain them to finish the task on time also give positive impact for students to achieve well their participation, activeness and finishing the task well. from those it could be concluded and suggested that padlet can be consideration as media in teaching learning process in other skills by designing interesting layout, well introduction and interesting topic to be discussed and examined. related to the result, some suggestions are proposed to the lecturers, students and future researchers. the lecturer of writing is recommended to apply padlet by having enough preparation in developing material presented in the class and posted in the padlet, to have clear explanation before asking students to do the activities related to teaching learning process and to give feedback to the students’ work and to control students’ participation by using short message service to the students who do not understand or do not do the task. to the students, it is suggested that they follow all the process of teaching learning process both in the classroom and in the virtual using padlet. the following researchers are expected to do some innovation in other text in writing process or in other subject which may appropriate. the last, the researcher gives gratitude to those who contributed in this study, and who concern with its recommendation. referen ce s fuchs, b. online (2014). the writing is on the wall: using padlet for whole-class engagement. https://docs.google.com/presentation/d/102ajrlz0bdby07m hc79ndxytsmlhxut-bznj4fpsyhw/edit?pli=1) ((accessed on 21 august 2015) green, td and brown, a. 2002. multimedia projects in the classroom. california: corwin press heinich, r., molenda, m., russel, j., smaldino, s. (1999) instructional media and technologies for learning (6th ed.). nj: merrill/prentice hall. kemmis, s & mctaggart, r. 1992. the action research planner (3rd edition). victoria: deakin university press. https://docs.google.com/presentation/d/102ajrlz0bdby07mhc79ndxytsmlhxut-bznj4fpsyhw/edit?pli=1 https://docs.google.com/presentation/d/102ajrlz0bdby07mhc79ndxytsmlhxut-bznj4fpsyhw/edit?pli=1 12 | english franca, vol. 2, no. 1, 2018 klein, e. online. 2013. using padlet in the classroom to collaborate & create interactive sticky notes! (online) url: http://www.kleinspiration.com/p/ (accesed on 21 august 2015) mayer, re. 2009. multimedia learning. new york: cambridge university press oshima, a., houge, a. 2007 introduction to academic writing (3rd ed.) new york: pearson education, inc. rada, r. 1995. interactive media. new york: springer-verlag. safitri, m. 2008. the effectiveness of describing picture technique to improve writing ability of the first year students of mts negeri kediri 2. unpublished thesis. kediri: fakultas keguruan dan ilmu pendidikan universitas islam kadiri. suherdi, d. 2012. towards the 21st century english teacher education. bandung: celtic press wingersky, j., boerner, j., balogh, dh. 1992. writing paragraphs and essay: integrating reading, writing, and grammar skills. california: wadsworth publishing co inc. http://www.kleinspiration.com/p/ english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.3828 an analysis of self-directed learning in speaking class during pandemic covid-19 riswanto uin fatmawati soekarno riswantohosen72@gmail.com endang haryanto uin fatmawati soekarno haryantoendang95@gmail.com maisyarah uin fatmawati soekarno maisyarahede@gmail.com abstract the covid-19 pandemic is a situation where students are responsible and independent in their learning. during the covid-19 pandemic, the minister of education and culture decided to switch teaching and learning activities in the classroom to an online system. this study aims to determine the level of self-directed learning independence in speaking class and the influencing factors. this study was designed as descriptive quantitative research using likert scale questionnaires and interviews. the subjects of this study were students of sman 06 bengkulu tengah. data analysis was carried out using the formula proposed by sudjana to determine the percentage of students' scores. the results show that more than 64%, or half of the students, have fairly high levels of self-directed learning in the speaking class. based on the findings and discussions, as a result of the covid-19 epidemic, the use of online learning in educational practice has gone well because students already have a fairly high level of independence. keywords: students’ self-directed learning, speaking skill, covid-19 introduction the status of english at the international level is a major contributing factor. english has become a crucial ability for anybody seeking employment in business, industry, or technology. the primary mailto:riswantohosen72@gmail.com mailto:haryantoendang95@gmail.com mailto:maisyarahede@gmail.com 118 | english franca, vol. 6 no. 1, 2022 goal of secondary school english instruction is to enable pupils to converse in english. teaching speaking in the classroom is always intended to result in communicative activities that allow for the development of personal relationships among students as well as between students and lecturers (gusmuliana, et. al, 2020). as a result, there is a need to equip intermediate level efl students with effective speaking skills as a more focused communication tool in english (purike, 2021) through the pandemic phenomenon, covid-19 researchers are interested in researching the picture of self-directed learning in students who study online. the quality of the teaching process is one of the leads to independent learning policies relating to effective teacher development. the teaching strategy contains the learning objective, learning activities, and learning evaluations (apriani, et.al, 2020). selfdirected learning activity is performed by an individual in his or her own time and space without the assistance of others to improve the development of information, skills, or success, which involves identifying and organizing your teaching materials, time, place, and employing the many learning resources necessary. individuals with this flexibility can adjust their learning style, have a strong sense of responsibility, and are competent at utilizing learning resources. individuals can overcome a difficulty constructed with the provision of information or competence that has been held via self-directed learning (gibbons,2002). self-directed learning is critical and must be cultivated in pupils as learners. students will try to accomplish the exercises or tasks given by the instructor without relying on others if they are modified based on self-definition, and they will try to do it themselves according to their capacities. the significance of self-directed learning as a means for pupils to increase their intellectual abilities. self-directed learning has features in each learner that may be detected through changes in attitudes that occur as a result of behavior patterns. based on the explanation above, the researchers observed that during the covid-19 pandemic, not all students had an interest in selfdirected learning after returning from school. the percentage of students' self-directed learning is slight. however, self-directed learning can appear as a result of things like a good motivation boost from students because they want something like class champions or rewards, or it can also be caused by situations that force them to self-directed learning because that is the only assessment that the teacher can provide. for example, because of the covid-19 pandemic, students riswanto, et. al: an analysis of self-directed learning in speaking class during pandemic covid-19-119 inevitably have to study self-directed learning because of school assignments that still exist even though they are online. theoretical framework self-directed learning is a business undertaken by a student to enhance knowledge, skills, and achievements connected to selfdevelopment orientation in which individuals employ a variety of approaches in a variety of scenarios in a reasonably independent manner. independent learning is needed because students can do assignments, incorporate character development and prepare students for lifelong learning (gibbons, 2002, pp.134-138). self-directed learning encompasses how kids learn daily, how students adapt to quickly changing situations, and how students take initiative when an opportunity does not arise or does not present. selfdirected learning is a process in which individuals take the initiative, with or without the assistance of others, to realize their own needs in personal objectives, make decisions on resources and learning methodologies, and assess results (knowles,1975, pp.65-68). characteristics of self-directed learning according to (fathi & moummou, 2021) self-directed learning can be divided into three categories based on characteristics that refer to its intensity, namely: a. self-directed learning with low category individuals with low self-directed learning scores exhibit characteristics of students who prefer structured or traditional learning processes, such as teacher roles in traditional classrooms. b. self-directed learning with medium category individuals with moderate self-directed learning scores have characteristics that make them successful in an independent situation, but they are not fully capable of identifying learning needs, learning planning, and implementing the learning plan. c. self-directed learning with high category individuals with high self-directed learning scores have the characteristics of students who are usually able to identify their learning needs, make learning plans, and implement the aforementioned learning plans. 120 | english franca, vol. 6 no. 1, 2022 factors influencing self-directed learning self-directed learning is certainly influenced by several factors consisting of factors from within itself (internal factors) and factors derived from external factors). (rahmah et al., 2017) here's a spread of the factors aforementioned: a. internal factors 1) gender biologically, there is a difference between men and women that women are more consistent in doing tasks and can be consistently higher than men. male and female students both have advantages and disadvantages. the ability to think differently is also important. differences in cognitive ability show that female verbal abilities are superior to men, men's visual-spatial abilities (spatial vision) are superior to women, and men's mathematical abilities are superior to women. various motivational studies on gender disparities in foreign language learning have revealed that women are more inspired than boys to study foreign languages (apriani, et. al, 2022). male math skills increased faster than female math skills between the ages of 12 and 13 years. points out that some adolescent students 7-15 years old on gender and modalities of learning women are superior to aural ability and literacy. 2) how to learn the way each student learns varies, so students must understand the right way of learning to meet the learning needs of each individual individually. the way of learning tends to master the students’ behavior whenever they do learning activities because habits contain strong motivation. in general, everyone acts on a habit in learning and the act of causing pleasure tends to be repeated. an efficient way of learning is to give as much effort as possible to individual development to learn. 3) mood and health the state of mood and health is considered to affect the student's self-directed learning readiness, mood, or good mood and good health will affect the student's desire to learn independently. a person's health affects students' learning outcomes. a person's learning process will be disrupted if one's health is impaired. furthermore, if the body is weak, lacks blood, riswanto, et. al: an analysis of self-directed learning in speaking class during pandemic covid-19-121 or there are disorders or abnormalities in the function of the sensory apparatus and body, it will become quickly tired, less excited, easily dizzy, and sleepy. for someone to learn well, they must try to keep their health guaranteed by always heeding the provisions on work, study, rest, eating, sleeping, and worship. 4) intelligence students' self-conduct can help them gain self-control, develop critical attitudes, and make independent decisions without the influence of others. it is a big concern for the progress of learning. students with high intellect will outperform those with low intelligence in the same circumstance. students with high intelligence, on the other hand, are not always successful in their academics. this is because learning is a complex process with many factors influencing it, while intelligence is one factor among other factors. when other factors negatively inhibit or influence learning, students fail to learn. students with a normal level of intelligence can succeed well in learning if they learn well. it means learning by applying efficient methods and factors that affect their learning. such as physical factors, psychology, families, schools, and communities have a positive influence. if the student has low intelligence, he needs to get attention and education in the educational institution in particular. 5) education an educated individual will know themselves better about the advantages and disadvantages that exist. education must assist students in assisting themselves in achieving independent behavior through their potential; thus, students must gain a wide range of experiences in the development of notions, principles, generalizations, intellects, initiatives, and the creativity of wills, emotions, and others people that are educated will know themselves better, including their strengths and limitations, allowing them to be more self-confident. b. external factors 1) study time personal learning time is an important aspect of selflearning implementation planning. one method of implementing self-learning is for students to plan their learning requirements, which includes scheduling their own study time. independent learning will take place if students can manage their time well. 122 | english franca, vol. 6 no. 1, 2022 2) place of study a place to study can mean on campuses as a lecture hall, a classroom, a discussion room, and an area around the school. a comfortable learning place is a facility that can support certainly can give awareness and desire of students to learn independently. 3) learning motivation motivation is the motivation that exists in the child to do something active. the small amount of motivation is largely influenced by the needs of individuals who want to be met. motivation is the motivation that exists in the child to do something active. the small amount of motivation is influenced by the needs of individuals who want to be fulfilled. learning m is divided into 2, namely intrinsic motivation (e.g. awareness of the importance of self-learning) and extrinsic motivation (exams and grades are two examples.). motivation is very closely related to the goals to be achieved. in determining the goal, it can be realized or not, but to achieve the goal, it is necessary to do it, while the cause of doing is the motive itself as the driving force/driver. the learning process should be considered what encourages students to learn well or have a motive to think and decide attention, plan and carry out related activities, and support learning. the above motifs can also be instilled in students by giving exercises and habits that are sometimes influenced by environmental circumstances. research methodology this research will be conducted to find out the learning results of grade xi students of sman 06 bengkulu tengah. as stated by (prof. dr. sugiyono, 2021), the quantitative research method is regarded as a positivist-based research approach used to research a specified population or sample, data collecting utilizing research tools, quantitative/statistical data analysis, and hypothesis advancement. this quantitative approach is used by researchers to measure students' selfdirected learning. results & discussion after collecting data from the study's results obtained from the questionnaire and interviews, the researcher conducts analytical data to better explain the study's findings. according to the data analysis techniques chosen by the researchers, namely quantitative descriptive. riswanto, et. al: an analysis of self-directed learning in speaking class during pandemic covid-19-123 the variable that became the object of the independent study was the speaking class during the covid-19 pandemic at sma 06 bengkulu tengah. from the analysis results, the learning data in the speaking class came from the results of a questionnaire distributed to 24 students in class xi mipa. 13 valid statement items were obtained based on the results of the validity test in microsoft excel calculations using 19 statement independence questionnaires. based on the results of reliability tests in the calculation of spss version 28 on learning independence data with an alpha coefficient value of 0.701 > 0.6, it can be said that the data is reliable and has a very high level of reliability. based on the findings of this study, it was discovered that the selfdirected learning indicator falls into the category of high motivation, which means that students have a strong desire to learn the next material to achieve learning achievement. based on an average of 61 percent of question items, the first indicator of dependence on others falls into the category of "high," indicating that students have a conscious desire to argue for their desires, do not learn under the control of others, and choose their learning strategy to actively speak while studying during the covid-19 pandemic. the second indicator has confidence which means that they can achieve their own learning goals and have the belief that being able to overcome problems or obstacles faced in their learning activities shows students learn and actively speak during the covid-19 pandemic because of satisfaction and the indicator has confidence categorized into "high" levels based on the calculation of an average of 70% of all question items. the third indicator of behavioral discipline is included in the "high" level category, meaning that students are always in their learning activities and always do their speaking assignments on time in speaking classes during the covid-19 pandemic. this is due to the relatively different learning methods. so that students feel challenged in learning. the fourth indicator has a sense of responsibility categorized at the "medium" level based on an average of 60% of all question items, this shows that students spur themselves to continue to be passionate about learning and try to carry out learning plans as best as possible after being able to focus attention in school activities when learning in speaking classes during the covid-19 pandemic, students are still actively learning and learning english to build good habits. from within 124 | english franca, vol. 6 no. 1, 2022 them. furthermore, the fifth indicator of behaving on your initiative is categorized at a "high" level based on an average of 69% of all question items. this shows students argue and act consciously on their desires and plan their learning activities and students remain actively reading because they realize that speaking english is important and consciously self-study. then the six indicators of self-control are categorized at the "high" level, which means students believe that learning activities ultimately affect themselves and observe the rise and decrease in student learning outcomes obtained. based on the overall category of self-directed learning indicators in speaking class during pandemic covid-19 is quite high. self-directed learning is a process in which individuals take the initiative, with or without the assistance of others, and the process of self-learning is carried out by identifying your own needs in personal objectives, making decisions regarding learning resources and tactics, and evaluating outcomes (knowles, 1975, p.6568). from the results of the interview and the results of the data conducted, it can be known that internal factors greatly affect the independence of a student's learning, and internal factors that dominate this are caused by self-motivation so that there is no element of compulsion in the process that is relevant to student motivation. however, external factors cannot simply be ignored this is very necessary as a supporting factor for students in self-directed learning conclusion based on the results and discussions mentioned in the previous chapter, it can be concluded that students of class xi mipa at sman 06 bengkulu tengah have a level of "high". the level of learning independence can be 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(1992). research methods in language learning. cambridge university press. https://doi.org/10.35877/454ri.eduline361 https://doi.org/10.24114/studia.v6i2.7811 https://doi.org/10.31980/mosharafa.v5i2.262 english franca : academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.3329 the impact of audio-visual aids in learning english among msu third-year students mohammed h. al-aqad management and science university, malaysia alakkadmohmad@msu.edu.my mohammad a. al-saggaf xiamen university malaysia, malaysia mohammad.aliabdellah@xmu.edu.my muthmainnah universitas al asyariah mandar, indonesia muthmainnahunasman@gmail.com abstract this study investigates the efficacy of audio-visual technologies in assisting msu third-year students in learning english vocabulary. the interplay of audio-visual aids in educational conversations has been researched from a variety of perspectives (tuovinen, 2000). multimedia is a multimodal experience in which information is communicated through text, graphics, pictures, audio, and video. it has been demonstrated that a combination of words and images always carries a substantial quantity of information (mayer, 2018: 55). the use of multimedia in teaching and learning. the goal of this research is to determine the efficiency of audiovisual aids in the learning of english vocabulary among msu third-year students. the use of multimedia in instruction and learning threatens the foundations of higher education. the current study investigates how third-year students at malaysia's management and science university use multimedia in their english studies (msu). to fulfill the study's aims, the researchers used both a qualitative and quantitative approach. an online poll of 200 students enrolled in the bachelor of english as a second language program was used to construct the study corpus (btesl). in addition, 150 msu students from the same program were polled. the study's findings mailto:alakkadmohmad@msu.edu.my mailto:mohammad.aliabdellah@xmu.edu.my mailto:muthmainnahunasman@gmail.com 202 | english franca, vol. 5, no. 2, 2021 indicate that multimedia inspires btesl students to learn english creatively and engagingly. it also aroused students' attention and compelled them to learn new terms. multimedia, according to the study, is an excellent tool for third-year english students. it also helps students enhance their understanding of correct terminology and language. keywords: multimedia in learning, btesl students, education technology, msu university introduction vocabulary is one of the key linguistic components that form the foundation of foreign language acquisition. having a good vocabulary helps students understand oral as well as textual communication year after year, the number of students learning english as a foreign language has gradually increased. these kids must acquire not just linguistic abilities but also academic skills to succeed in university. reading academic literature, producing effective academic prose, and conducting research all require the use of english to acquire and communicate information. the purpose of this study is to look at the influence of employing multimedia in english language acquisition among msu students. although bahasa malaysia is the official language of malaysia, english is extensively utilized in academics. the ministry of education is working to increase english language usage among the younger generation. since 2010, they have been transforming the school system to improve academic achievement and quality. english has established itself as a worldwide communicative language. as a result, malaysia is working toward vision 2020 for student education growth. to minimize language obstacles when enrolling in colleges in our nation, school children are expected to study english as well as malay. recently, the malaysian ministry of education announced plans to switch the language of instruction for mathematics and science disciplines from malay to english. around the world, an increasing number of universities are experimenting with online education. as a platform, the world wide web is employed for online learning to disseminate materials in the form of web pages that include texts, hyperlinks, images, animations, audios, videos, games, and quizzes are all possible. email and discussion boards are also used in online learning to improve student-teacher and student-student communication. some online courses adhere to a full distance education paradigm in which classroom connections are completely replaced by computer-mediated communications, whilst alaqad, m., al-saggaf, m. and muthmainnah (2021): the impact of audio-visual aids in learning english among msu third-year students others adhere to a hybrid english taught as a second language in malaysian schools. when it comes to writing in english, students confront several obstacles. as a result, (buckley, 2013) revealed that "english is a mandatory subject in malaysia from primary one to form five." despite this, many school dropouts, particularly in rural regions, cannot talk or write in english." according to this statement, several academics believe that english has been taught largely for exam purposes, with teachers focusing entirely on what comes out for tests and not teaching students for lifetime english usage. "primary problems in l2 (second language) writing education include improper teaching approach and the usage of traditional resources," write (vijaya & shahin sultana, 2016). according to this remark, some academics feel that even after pupils have been exposed to english language writing for around 11 years, they are still unable to create effective writing since they have spent the entire time studying inappropriately with incorrect material selections. for example, rather than using visual resources, the teacher teaches essay writing structure verbally so that students may understand it better. in a recent article published on september 7, while the ministry of education will continue to strengthen the position of bahasa malaysia as a national language, english will be given equal weight to create a global generation according to the minister of education in 2013. he underlined that more time is allocated for english lessons in schools to improve student's language ability. the change is designed to prepare students for 2016 when passing english for "sijil pelajaran malaysia" would become required (spm). since its independence in 1957, malaysia has seen significant economic and social progress, notably in the previous three decades. malaysia's government has made great progress in digital development as part of its objective of becoming a developed nation by 2020. the government's national information technology agenda, established in 1996, set the basis for malaysia's fast development of the ict industry. in 2014, the government budget allocation for the it industry was rm 4.9 billion, accounting for 10% of overall expenditure allocation in the budget. problem statement english is recognized as a necessary language not only in the educational context but also in society as a whole. individuals must guarantee that they speak english fluently. furthermore, learning english has always been a challenging endeavor for individuals, especially if the student hails from a well-educated family. english as a second language (esl) teachers in malaysia acknowledges that pupils 204 | english franca, vol. 5, no. 2, 2021 struggle to comprehend and express themselves in english. students are hesitant to voice their thoughts because of the language barrier. as a result, future generations of malaysians will have a strong incentive to learn the language. the major cause of low academic achievement is a lack of english language competence. as we all know, the english language is primarily employed at many colleges. students, on the other hand, are having difficulty putting their words up without any grammatical faults. due to a lack of english competence, the majority of students lose confidence while presenting. although they are well-versed in their subject, they tend to receive lower grades due to issues with pronunciation, grammar, word choice, and communication in english. this is since anyone may communicate their views in english by writing or speaking it, but in some instances, particularly formal settings, it is critical for a person to express precisely what he or she intended to say and, more importantly, for those who read it to understand it. this will express not just a person's appearance, but also his or her educational level. theoretical framework the literature study helps to elaborate on the potential impacts of employing multimedia to improve students' writing skills in the future. as stated previously in the introduction, english language writing is an area in which malaysian students fall short. this is due to a variety of factors, including interference from the native tongue, a lack of knowledge and conception of ideas for what to write, poor syntax, a lack of linguistic accuracy, a limited vocabulary, and a variety of other issues according to writing (2016), "repetitive mistakes and habits, such as improper grammar and spelling, poorly organized essays, and unsubstantiated ideas, were some of the writing challenges students experienced." according to thirusanku and melor (2012), english is used as a second language in several multilingual nations, including malaysia, india, the philippines, nigeria, and others. gill and kirkpatrick (2013) performed research to find a balance between national and international demands and difficulties exhibited via language education policy. english has been designated a compulsory subject at all levels in malaysia. this remark indicates that malaysians have enacted educational policies to increase english language proficiency among the bilingual population. according to bernd ruschoff and markus ritter (2010), technology-assisted language learning has a favorable influence on vocabulary, comprehension, spelling, and pronunciation. berrion and alaqad, m., al-saggaf, m. and muthmainnah (2021): the impact of audio-visual aids in learning english among msu third-year students mehmet (2013) did a similar investigation, which demonstrated that technological tools and symbol systems give appropriate language signals. because language learning is an important element high-tech, mid-tech, and low-tech communication systems are used in human communication. speaking, reading, and listening are all essential components of language teaching and learning. this demonstrates the importance of technology, such as audio and video, in language learning. technology enhanced learning, according to boonyopakorn (2016) the influence of technology on language teaching and learning is an issue for language. technology-enhanced learning has been shown to turn the classroom into a student-centered atmosphere, stimulating and extending students' interest in learning. technology has made it possible to teach and practice english. according to niloofar and dara (2014), the majority of instructors consider technology-enhanced language learning to be highly effective in teaching english. technology in the classroom has been shown to assist both instructors and students by developing a positive attitude toward learning. research on "english teachers' barriers to computer-assigned language learning" was done. this was written by kuang wu le. though teachers encounter considerable challenges when engaging in computer-assisted language learning, it is critical to the country's educational transformation. creating instructional materials requires more time and work, but it gives more possibilities for greater practice with the language according to abbas pourhosein (2012), teachers must employ multimedia to create a realistic learning environment for pupils to learn a language more naturally and effectively. not only can create an authentic learning environment, but the use of technology can also facilitate the teachers to build up and improve students’ characters as well (kendiani, et.al, 2021; apriani, et.al, 2019; fathurrochman, i., & apriani, e, 2017). it is curious to use a combination use of interactive teaching approaches to attain optimum student learning goals by utilizing multimedia learning, students will be able to evaluate their weaknesses and strengths. simhachalam thamaran (2016) verified in research that multimedia technologies improve language learning and aid in individual motivation for pupils. solanki and m phil's research "use of technology in english language teaching and learning" (2012). accordingly, it can be said that ict has a positive side for the students (apriani, et.al, 2016, gusmuliana, et.al, 2020, apriani and hidayah, 2019; apriani et; al, 2020). the study's goal was to highlight the benefits and drawbacks of multimedia, which provided a better pattern for exploring a new teaching paradigm. 206 | english franca, vol. 5, no. 2, 2021 vijayakumari and nachimuthu (2011) found in "role of educational games improves meaningful learning" that educational games may help kids acquire spelling, reading, and other skills. to promote creative education, the author suggests that teachers include educational games in their teaching and learning processes. the use of video content, according to lumturie and merita (2016), aids in the processes of learning and teaching. the purpose of this study is to look into the advantages that audio and visual aids have for language teachers and learners when teaching and learning english. this instructor can keep their pupils interested and immersed in activities, allowing them to be more active, motivated, and confident in their communicative language competence. research methodology subjects/sample the research was carried out at malaysia's management and science university. the study corpus was produced via 200 students enrolled inside the bachelor of english as a second language program who completed an online survey (btesl). research instruments the purpose of the research tools the researcher's role in this research project is to get the study's official results. the researcher used both tools to reduce the goals and obtain fair-based results study findings to support the research design to achieve an official result. this study included both quantitative and qualitative methods. to begin, a questionnaire is defined as a series of questions with multiple-choice responses. the goal is to find out what people think about the study. the questionnaire was created by performing surveys on prior research, internet reads, and information sharing from previous researchers. the survey was carried out among tesl bachelor students. the survey using multimedia to motivate students in efl classrooms was created by bouzar mohammed amine1, university of béchar cambridge. these techniques helped modify and revise the questionnaire. those polls fit into a certain category. finally, an interview is described as seeing someone face to face and asking them a purposeful question. as a consequence, it is possible to acquire their point of view and exchange knowledge about a subject. each of the 15 students will be asked five interview questions. these difficulties, which are based on multimodal perception, need a clear explanation. alaqad, m., al-saggaf, m. and muthmainnah (2021): the impact of audio-visual aids in learning english among msu third-year students results and discussion results the majority of btesl students feel their teachers employ multimedia in the classroom, according to the report. according to this survey, 69.5 percent of lecturers constantly use multimedia in the classroom. according to this research, students are learning in the classroom using multimedia since 18.5 percent of lecturers solely utilize multimedia sometimes and 24 percent of lecturers utilize multimedia regularly frequently. as a result of the study's findings, 100 percent of respondents think that a multimedia is a beneficial tool for improving educational learning. according to the research, a large majority of students believe that multimedia instruction is useful to their education; nevertheless, only 5% of students agree with the statement. as previously stated, around 90% of btesl students think that multimedia assists in the long-term preservation of information, whereas 10% of btesl students completely disagree. tables and figures should be valuable, relevant, and visually attractive. table 1 research column 1 column 2 column 3 column 4 content 1 10% 6% 3% content 2 6% 8% 3% content 3 7% 9% 4% figure 1. kind of multimedia 0 10 20 30 40 50 60 70 80 90 208 | english franca, vol. 5, no. 2, 2021 the ministry of education is debating whether or not to promote early childhood english language acquisition using multimedia. according to the findings, about 87.5 percent of all respondents believe that the ministry of education should emphasize english language learners in early childhood through multimedia. whereas 12.5 percent of students were vehemently opposed. all of the students think that instructional videos make lectures easier to grasp since they demonstrate a variety of practical ways to behave and solve difficulties while studying english. according to the questions above, among the many types of multimedia, video was the top-ranked tool, followed by pictures and audio. text is the least popular kind of multimedia among msu btesl students. figure 2. students’ semester there were, according to the findings (71 percent ) students in the seventh semester (10.5 percent ) students in the sixth semester (7.0 percent) (4.0 percent ) students in the third semester (3.5 percent ) students in the fourth semester (1.5 percent ) this question is answered by sem 1 and sem 2 students, as well as (1.0%) sem 8 students. the largest number of students responded to the survey during semester 7. figure 3 0 20 40 60 80 100 120 yes no do you think multimedia is an effective tool in learning english language? 0 20 40 60 80 1st 2nd 3rd 4th 5th 6th 7th 8th semester alaqad, m., al-saggaf, m. and muthmainnah (2021): the impact of audio-visual aids in learning english among msu third-year students according to the poll, 100% of respondents believe that multimedia may aid improve educational learning. discussion the current study looks at the role of multimedia in english language acquisition among msu btesl students. the study's data was obtained utilizing both qualitative and quantitative methods. the qualitative technique was used by the researcher to obtain student opinions on the use of technology in the classroom the quantitative technique was then utilized to collect data by delivering an online survey to 200 bachelor students and conducting interviews with about 150 bachelor students from the tesl program at management and science university (msu). a deeper understanding of the process, on how the use of multimedia helps in the english language, have come across with these three main domains of factors: what is the most appropriate multimedia used in the classroom, the benefit of using multimedia among btesl students, and what are students' perceptions of multimedia. to solve the issues mentioned previously, a study was carried out to look into the link between multimedia and the english language. the findings, on the other hand, were highly convincing and persuading, indicating that multimedia did help pupils to produce a positive learning outcome in which students were able to improve their command of the english language according to the study's findings, multimedia inspires btesl students to learn english more creatively and interestingly. it also helps kids to learn new terminology and phrases by increasing their observation. this may be done by incorporating multimedia into the teaching and learning process. according to the study's findings, a multimedia is a great approach for teaching english to students of btesl. this is because it helps students enhance their ability to acquire proper vocabulary and grammar. overall, video (multimedia) has been proved to be an excellent medium for learning english, and students utilize it to augment their second language vocabulary knowledge. students learn best when they understand the importance and value of the information presented in class. as a result, for students to achieve their learning goals, it is critical to employ a range of teaching approaches to foster an inspirational and collaborative classroom environment. according to data, the majority of btesl students believe that technology utilized in english classes inspires them, with 87.5 percent believing that technology always enhances their desire to study english. 210 | english franca, vol. 5, no. 2, 2021 some student enrollments are declining responses, on the other hand, suggesting that the multimedia method should be revisited. students were not taught how to use media during their bachelor's degree classes. as a result, teachers may want to progressively expand their use of multimedia. overall, 94 percent of students feel that using technology in every session would improve their english language skills. the researcher also found a small reduction in this question, which was connected to studying for a bachelor's degree. as a result, before graduation, teachers should increase their usage of multimedia. according to the students, this move will spark their interest in studying english and drive them to attend every session, and they will not miss any lectures owing to the numerous technological gadgets used and the different manner in which lectures are delivered. 92.5 percent of students think that technology tools are always needed in classrooms to assist their comprehension and learning process in studying english. these pupils want to see various technology devices utilized to motivate them. this conclusion validates our interpretations of the preceding results, which summarize the regression to how the media is utilized. powerpoint presentations, according to all students, may make courses and lectures more entertaining. for example, i've been teaching these same kids a research skills class for three years, and i've used many powerpoint presentations in class. as a consequence, the students like the powerpoint lectures and have no trouble understanding them. furthermore, due to the many manners in which lectures are presented and the visual aids used in teaching, 95 percent of students believe that technology always makes lectures enjoyable. when researching research methodologies, for example, students who are unfamiliar with research paper formatting may benefit from viewing training videos that teach how to design a research paper and how to pick the margins. conclusion this study found that integrating technology in the classroom may be a very motivating element for btesl students at msu. technology has the potential to improve education in several ways. most importantly, the inclusion of technology has the potential to increase student motivation. all students attend the class regularly since the course appears to be engaging, as opposed to the typical classroom atmosphere, which appears to be uninteresting and for which the students lack the required abilities to succeed. powerpoint presentations, training videos, and audio files are among the tools used alaqad, m., al-saggaf, m. and muthmainnah (2021): the impact of audio-visual aids in learning english among msu third-year students in the course to improve knowledge and understanding. the youngsters were confident in their skills to finish their projects since they were working with technology. students delivered their exposés in class using powerpoint presentations and internet-downloaded videos. the students were ecstatic at the idea of putting their abilities to the test, and they found the task to be both hard and fascinating. btesl students want their teachers to use technology in the classroom as well. most students who use technology become more motivated, and they recognize that a computer-connected projector is the most crucial piece of classroom equipment. this study also discovered that a variety of technical gadgets, including computers, projectors, video, films, and multimedia, appeared to influence foreignlanguage acquisition. according to student replies, there is a substantial link between language learning motivating factors and technology use. to summarize, utilizing technology in btesl lessons makes language acquisition more relevant and exciting, and students are more driven as a result of this technological advancement in english classes. the following recommendations are made based on the study's findings:  technology should be included in the btesl curriculum to create a vibrant classroom environment and to facilitate learning.  for optimum success in english courses, university instructors should emphasize the significance of employing technology and should use realistic and participatory activities.  materials accessible on the internet should be chosen based on the kids' requirements and interests.  teachers should not believe that utilizing technology is the sole way to motivate students; courses should be founded on well-designed technology classrooms as well as pedagogical issues  technology that stimulates students' attention should be used to help an effective teaching-learning process.  through online education, language learners can be encouraged to engage in active learning. the findings also give information that teachers may utilize to improve this and other courses in the future. finally, educators will continue to use a wide range use of multimedia learning technologies to improve the educational experience, to prepare in their professional careers, students will be expected to engage in rigorous critical thinking, problem-solving, and lifelong learning. 212 | english franca, vol. 5, no. 2, 2021 references apriani, e. 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(2000) a coherence effect in multimedia learning journal of educational psychology. mayer. r, (2005), “cognitive theory of multimedia learning, mayer r (ed), cambridge handbook of multimedia learning. 2nd,ed new york : cambridge university press p169-182 rudchoff, r. & markus, r. (2010) technology enhanced language learning construction of knowledge and template, germany. shu, ching. (2006) technology enhanced language learning; a case study 214 | english franca, vol. 5, no. 2, 2021 shahzad, a. (2012) the sample thesis on education analysis of the problem in speaking english. xiannong, j. (2017). study on effective using of multimedia teaching system and enhancing teaching effect. china. tuovinen, j. e. (2000). multimedia distance education interactions. educational media international, 37(1), 16-24. english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.3665 south sumatra local culture-based teaching materials training for vocational school language teachers rita inderawati universitas sriwijaya ritainderawati@fkip.unsri.ac.id amrullah universitas sriwijaya amrullah@fkip.unsri.ac.id sofendi universitas sriwijaya sofendi@unsri.ac.id soni mirizon universitas sriwijaya smirizon@unsri.ac.id mulyadi eko purnomo universitas sriwijaya mulyadiekopurnomo@yahoo.com ernalida universitas sriwijaya ernalida@fkip.unsri.ac.id sri indrawati universitas sriwijaya sri_indrawati@fkip.unsri.ac.id sary shilviany universitas sriwijaya ssilvhiany@unsri.ac.id zahra alwi universitas sriwijaya zahra_alwi@fkip.unsri.ac.id mailto:ritainderawati@fkip.unsri.ac.id mailto:amrullah@fkip.unsri.ac.id mailto:sofendi@unsri.ac.id mailto:smirizon@unsri.ac.id mailto:mulyadiekopurnomo@yahoo.com mailto:ernalida@fkip.unsri.ac.id mailto:sri_indrawati@fkip.unsri.ac.id mailto:ssilvhiany@unsri.ac.id mailto:zahra_alwi@fkip.unsri.ac.id 66 | english franca, vol. 6, no. 1, 2022 abstract this article reported a training conducted to increase competency mastery of teachers of bahasa indonesia and english in vocational schools in palembang in developing teaching materials based on the local culture of south sumatra. applying the development research method, the following stages were conducted: identifying goals and objectives, conducting instructional analysis, determining entry behavior and student characteristics, writing performance objectives, developing assessments of teaching materials that refer to criteria, and developing texts of teaching materials. the training was conducted in the form of lectures, questions and answers, discussions, and demonstrations. the product of this training was teaching materials with the readings that were based on the local culture of south sumatra. keywords: development of teaching materials, local culture, teacher training, introduction there are still many teachers who are consumers or users of teaching materials such as textbooks, modules, and media. they have not attempted to compile or develop the teaching materials for the benefit of the teaching and learning process in the school. teaching materials compiled by teachers for the needs of their students, of course, will be better because those who understand more about the characteristics of students, and the learning environment of their students are the teachers themselves, even though at this time learning feels different since the pandemic period like today. the covid-19 pandemic, which has been around for almost two years, has had an impact on various fields, especially in the field of education. this condition forced the minister of education and culture of the republic of indonesia to transition the learning system from offline learning, namely classroom learning to online learning, which requires students to study at home. this also has an impact on the learning process and delivery of materials for teachers. teachers are required to be able to adapt to technology and try to be professional in a pandemic situation (ayu, sari & muhaqiqin, 2021). as a professional teacher, the teacher must have a good ability to manage the classroom such as creating and maintaining an optimal learning process to achieve the objectives of the teaching and learning process. an excellent teacher spends a significant amount of time planning and analyzing the learning process. the streamlining of the learning plan's implementation is predicted to increase a teacher's learning quality during the learning process (apriani, et. al, 2020). one of them is by making their teaching materials that are close to students' rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-67 lives, such as local culture in south sumatra. however, what happened in the field as well as the background for this service activity were problems that arose in the language learning process, both indonesian and english. one of the problems is that there are still deficiencies in the textbooks used, namely that they do not contain local south sumatran culture even though the south sumatra provincial regulation number 4/2015, article 8, paragraph 1 (perda no.4 tahun 2015) has outlined that the community is obliged to preserve cultural aspects, one of which is to make teaching materials based on local culture. about, this study aimed to develop teaching materials based on south sumatera local culture through training involving the teachers of bahasa indonesia and english of vocational high schools in palembang as the participants. the training was given by the lecturers of the master of language education at sriwijaya university. theoretical framework teaching material teaching materials are information, tools, and texts needed by teachers/instructors for planning and reviewing the implementation of learning. teaching materials are all forms of materials used to assist teachers/instructors in carrying out teaching and learning activities in the classroom. the material in question can be in the form of written material or unwritten material. teaching materials are a set of materials that are systematically arranged both written and unwritten to create an environment/atmosphere that allows students to learn more effectively and efficiently with a more pleasant atmosphere. the forms of teaching materials can be: (a) printed materials such as syllabus, lesson plans, handouts, books, modules, student worksheets, brochures, leaflets, wall charts, and (b) audio visual such as video/film, vcd (c) audio such as radio, cassette, audio cd, ph (d) visual: photos, pictures, models/mockups. (e) multi-media: interactive cd, computer based, internet. good teaching materials include the following: (1) title, mp, sk, kd, indicator, place (2) learning instructions (student/teacher instructions) (3) objectives to be achieved (4) supporting information (5 ) exercises (6) work instructions (7) assessment (sopiah, 2019). teachers can not only utilize materials from books, but they also create their materials because they believe the contents in their books are insufficient and incomplete, so they supplement with information from other sources and create their materials based on the syllabus (rimadanti, 2018). 68 | english franca, vol. 6, no. 1, 2022 to achieve the set objective, community service was carried out in the form of training in developing the teaching materials based on the local culture of south sumatra. based on observations and interviews with teachers and students, there was a need to develop teaching materials for the learning of bahasa indonesia and english. in addition, the training helped to improve the ability of bahasa indonesia and english language teachers in developing their teaching materials. based on field empirical and theoretical studies, it is deemed important to hold training, mentoring, and guidance on the development of teaching materials for the vocational language teachers. in addition, this training helped the teachers to form the writing habit for the benefit of their students and or even to be published locally, regionally, and nationally. teaching material development teaching materials are all forms of materials used to assist teachers or instructors in carrying out teaching and learning activities in the classroom (rajabi & ketabi, 2012; tenridinanti, et al., 2021). dehghan & sadighi (2011) state that teaching materials are information, tools, and texts that are needed by teachers or instructors for planning and studying the implementation of learning. according to elviana, et al. (2020), learning materials can be translated as a set of materials used by someone to carry out learning activities. in fu (2018), it is stated that teaching materials are materials that contain material that students must learn as a means to achieve competency standards and basic competencies. teaching materials/learning materials (instructional materials) are knowledge, skills, and attitudes that must be taught by teachers and must be learned by students to achieve competency standards/core competencies and basic competencies. from some understanding of teaching materials, it can be concluded that teaching materials are learning aids that support teaching and learning activities and can improve a good learning atmosphere so that student's motivation to learn is increased. teaching materials used in teaching and learning activities contain certain elements. according to dehghan & sadighi (2011), a teaching material should at least include, among others, learning instructions (student/teacher instructions), competencies to be achieved, supporting information, exercises, work instructions, data in the form of worksheets (lk) and evaluations. teaching materials that can help students' learning process consist of several types. according to rajabi & ketabi (2012), the preparation of teaching materials has goals and benefits. meanwhile, sopian, et al. (2019) discovered that teaching materials are prepared with several objectives: 1) providing teaching materials that are following the rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-69 demands of the curriculum by considering the needs of students, namely teaching materials that are following the characteristics and providing teaching materials that are following the demands of the curriculum by considering the needs of students. , namely teaching materials that are following the characteristics and settings or social environment of students, 2) assisting students in obtaining alternative teaching materials in addition to textbooks which are sometimes difficult to obtain, and 3) making it easier for teachers to carry out learning. in addition to the purpose, teaching materials also have benefits for teachers and students. according to rajabi & ketabi (2012) there are 6 benefits, namely: 1) obtaining teaching materials that are under the demands of the curriculum and per the learning needs of students, 2) no longer depending on textbooks which are sometimes difficult to obtain, 3) enriching because they are developed using various references, 4) increase the repertoire of knowledge and experience of teachers in writing teaching materials, 5) build effective learning communication between teachers and students because students will feel more confident in their teachers, and 6) increase credit scores if they are collected into books and published. teaching materials can be distinguished according to their type and function, a teacher does not have to be fixated on making or developing teaching material. wulandari, et al. (2018)" materials include anything which can be used to facilitate the learning, they can be presented in print, through live performance or display, or on cassette, cdi-rom, dvd or the internet. yang (2017) also says that teaching materials are divided into textbooks, modules, handouts, models or mockups, worksheets, audio teaching materials, interactive teaching materials, and so on. the results of the research or the resulting product can be made in printed form, audio programs, audiovisuals, and interactive teaching materials, which are packaged in such a way that students are expected to be able to study the teaching materials with the teacher or independently. the development of teaching materials consists of several stages. according to elviana, et al. (2020), there are three, namely as follows. a. preparation the first step that needs to be prepared and studied when preparing teaching materials is the curriculum of a field of study/subject for which the teaching materials will be prepared. the curriculum is used 70 | english franca, vol. 6, no. 1, 2022 as a reference, both related to the objectives of the subject, the objectives of each, the structure of teaching materials, the design of strategies or methods, and the development of evaluation activities. after the above curriculum is understood, the next step is to study the material structure of the developed teaching materials, which are related to scope and sequence. both of these must be developed in such a way by taking into account the methodological and psychological aspects of students. the final step at this preparatory stage is to collect the various necessary sources, both related to books, journals, papers, and other materials that will be used as a complement to the writing of further teaching materials. b. writing draft teaching materials after the teaching materials are compiled and developed using a certain model, the next step is to discuss the contents of the draft teaching materials. discussions can be carried out through focus group discussions (fgds) in kkg and mgmp by involving several related experts, namely: material experts, linguists, and experts various inputs from experts, then revised according to the existing input. those inputs are really important since writing is a competence that every scholar, especially english students, must learn since it is the foundation for writing scientific literature, papers, research, journals, and so on. writing may also enhance the author's expertise, allowing pupils to express their thoughts with greater flexibility (oktavianti, 2021). c. solution the final stage of the study of the draft of teaching materials is to pay attention to aspects of language, readability (readability study), the vocabulary used including the level of language difficulty associated with the main user (target audience). then the completeness of other supporting materials such as pictures, tables, and so on. furthermore, oecd (2017) explains that in developing materials for language teaching, some basic principles should be considered. materials must: (1) achieve impact; (2) help students feel comfortable; (3) help students develop self-confidence; (4) be perceived by students as relevant and useful; (5) requires and facilitates students to invest on their own; (6) able to be mastered by students on the points being taught; (7) expose students to language in authentic use; (8) draws students' attention to the linguistic features of the input; (9) provide opportunities for students to use the target language to achieve communicative goals; rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-71 (10) take into account that the positive effects of instruction are usually delayed; (11) consider students to be different in learning styles; (12) take into account that students differ in affective attitudes; (13) allows a period of silence at the start of the instruction; (14) maximize learning potential that can stimulate right and left brain activity; (15) less reliance on controlled exercise; (16) provides an opportunity for feedback on results. meanwhile, oecd (2011) describes several factors that should be considered when designing materials. these factors are (1) students. considerations in developing the material will relate to the interests, motivations, and special needs of students; (2) the curriculum and its context. designing or developing teaching materials cannot be separated from the curriculum used because it contains the aims and objectives of learning and the course of learning. in addition, the material must be contextual based on the characteristics and levels of students listed in the curriculum; (3) resources and facilities. the availability of resources and facilities determines what can be achieved in terms of material design and production; (4) personal confidence and competence. this factor will determine the individual's willingness to carry out material development. the material developed will be influenced by individual knowledge, understanding of several principles of material design and production, experience, and creativity; (5) copyright compliance. designers or developers eg teachers should be aware of copyright prohibitions and laws; (6) time. intelligence in managing time is very important because it can be one of the inhibiting factors for someone in designing or developing teaching materials. in developing reading materials, it is necessary to measure the readability of reading texts. yousef, et al. (2014) readability is the process of matching the reader and related text with the reader's understanding. in other words, readability is used to determine whether the text or reading material can be understood quickly and easily by the reader. there is a relationship between reading material and the level of understanding of the reader. this affects the reader in understanding the contents of the reading text. if the text is too difficult for the readers, they will not understand the content of the reading text or get detailed information from the text. meanwhile, reading material that is too easy can be abandoned by readers because they feel there is no challenge to read. this means that the reading text must be per the reader, in this case, the ability or level of the student. 72 | english franca, vol. 6, no. 1, 2022 in this community service activity that was carried out, teachers were expected to produce textbooks in the form of various functional reading texts: descriptive and narrative texts, the raw material of which is the local culture of south sumatra, the materials can be in the form of tourist attractions, legends, food, customs, and so on. etc. local culture in language learning culture means the habits or ways of life acquired, maintained, and learned by a person or group of people, including beliefs, arts, morals, laws, ideas, customs, occupations, eating habits, and skills as members of a community (richards, 2001; hutchinson & waters, 1987; cooper, et al., 1988). cooper, et al. (1988) state that culture is the basis of communication because the meaning conveyed in the language used depends on the society in which they live, and communication is conveyed through language. cultural knowledge will later determine the forms of language in different conditions and circumstances. local culture is a certain culture in a certain area that reflects the way of life of the community related to customs, arts, food, clothing, and others. the very wide province of south sumatra, in general, has similarities in geography and the way of life of its people in various districts/cities. south sumatra is one of the provinces in this country that has a rich local culture as its identity. there are several aspects of south sumatra's local culture including food, art, equipment, customs, clothing, folklore, legends, and others. the government and the community are involved in preserving and developing local culture. several efforts have been made, among others, by making several regulations by local governments, promoting local culture to other regions, provinces, and events to the world, and integrating culture in tourism and education. the culture where students live in the local culture. in other areas, local culture refers to the way people live concerning traditions, architecture, food, traditions, and so on. students are familiar with the culture. the students will recognize it immediately if they know the text based on their local culture. it is often better for students to broaden their awareness and be more confident in their lessons to incorporate local cultural content into language classes. in language learning, local culture is important to raise awareness of the students' community and socialize with global citizens has been investigated by some previous researchers (azizah, et al., 2021; kumbara, et al., 2021; inderawati, et al., 2021; inderawati, et al., 2018). in other rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-73 words, students can easily express their culture and values using english to engage various communities in efl. the local culture that was developed by the vocational language teacher comes from all regencies/cities throughout the province of south sumatra, both legends or folklore and those directly related to tourism. research methodology as described in the background, the aim of this activity was achieved through the training given by nine lecturers of the master of language education at sriwijaya university. fifty teachers participated in this training and this activity of developing the teaching materials was considered successfully conducted if 75% of the participants completed the given tasks. taking into consideration the covid-19 pandemic at the moment, the training was conducted virtually via the zoom platform through the following steps: 1) explaining language subject matter at a vocational school, 2) explaining students' reading interest, 3) explaining the function and types of teaching materials, 4) analyzing teaching material needs, 5) explaining local culture as a text development material, 6) developing teaching materials, and 7) practicing needs analysis, level of readability, and developing teaching materials. therefore, the methods applied in the implementation of this activity were lectures, discussions, modeling, guided exercises, and assignments. more operationally, the description of the problem-solving actions can be seen in the following table. the method used in the development of teaching materials was development research. the model of training, mentoring, and mentoring in the manufacture of teaching materials was carried out through the following: (1) distribution of teaching materials, (2) guidance in the development of teaching materials, (3) validation of the draft of teaching materials, (4) implementation of one-to-one and small group evaluation via zoom, (5) implementation of field tests at one vocational school, (6) revision of the draft of teaching materials, (7) presentation of 3 book drafts, (8) revision of the draft of teaching materials , (9) presentation of 3 book drafts as teaching materials that have been made, (10) feedback from the lecturers and the participants 11. collection of draft teaching materials. results & discussion as described in the background, the aim of this training or activity was the development of the teaching materials by the participants with 74 | english franca, vol. 6, no. 1, 2022 the guidance of the lecturers who served as the instructor. forty-six out of fifty teachers involved in this activity managed to complete the tasks, including being able to select and develop teaching materials according to their needs. there were 3 sets of teaching materials that were successfully developed by the forty-six participants. the participants also showed a positive response to the whole activity. they showed their enthusiasm for the training materials provided by the lecturers and they were also actively involved in the tasks given, both verbally and in writing. based on the stages of implementing the activities, it can be concluded that this activity was successful which was shown by the quality of the teaching materials developed by the participants. however, there were still shortcomings in several components of the teaching materials developed by the participants, namely spelling and story context. the following section provides a detail of the stages of the implementation of developing the teaching materials. planning stage the planning stage of this community service activity went smoothly, before the event started the data collection of prospective participants had been carried out, and preparation for the opening of the zoom training event for the development of teaching materials based on local south sumatran culture for indonesian language teachers at vocational high schools throughout the city of palembang via the zoom platform. implementation stage this stage began with giving an initial test via google form and it continued with the presentation of the training material by the lecturers. the materials covered the following: language lessons in vocational schools, students' reading interests, functions, and types, the analysis of teaching material needs, local culture as a text development material, the development of teaching materials, the practice of needs analysis, readability, and developing teaching materials. in this stage, the participants practiced how to make teaching materials. in the implementation stage, there was an active interaction between the lecturers who served as the presenters of the training materials and the teachers who were the training participants, as seen by the active involvement of the participants in the question and answer session. rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-75 stages of distribution of teaching materials and guidance figure 1: stages of implementing productive society service via zoom at the stage of distributing teaching materials, the lecturers distributed teaching materials in the form of local folklore from south sumatra, and then the participants developed a text about the folklore. meanwhile, for the mentoring stage, the results of the tasks given, namely making teaching materials based on local culture were reviewed by the lecturers. stage of validation of the draft of teaching materials at the validation stage, the lecturers validated the draft of teaching materials based on the local culture of south sumatra developed by the participants. afterward, the results of the tasks given, namely making teaching materials based on local culture were reviewed. figure 3: the validation stage of the draft teaching materials via zoom 76 | english franca, vol. 6, no. 1, 2022 implementation of one to one and small group evaluation in the implementation stage of the one-to-one and small group evaluation, the lecturers validated the draft of teaching materials based on the local culture of south sumatra and then a text about the folklore was created by the participants. there were three participants involved in reviewing the products developed in the one-to-one evaluation. figure 4: stages of implementing one to one and small group validation the participants reviewed the developed product by providing comments by filling out questionnaires regarding the relevance of the developed product to students’ needs, presentation of material, evaluation, and attractiveness of the material. it was conducted to determine whether the product developed was practical. next, in the small group evaluation stage, nine participants were asked to comment on the developed product. the participants were not the same as those who were in one-to-one evaluation. reading, reviewing, and responding to the questions of the questionnaire were the activities done by those nine students. meanwhile, for the mentoring stage, the results of the tasks given were reviewed by the lecturers. implementation of field test at the stage of implementing this field test, the field test of the results of the given task was conducted through google form through the zoom platform. rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-77 figure 5: the implementation stage revising the draft of teaching materials at this stage, the lecturers revised the draft of teaching materials that had been made by the training participants. this activity was conducted via the zoom platform. the activities of the fourth day of this training can be seen in the image below. figure 6: the stage of revising the draft of teaching materials via zoom presentation of two book drafts at this stage, the lecturer team asked 3 groups of participants to present a book draft of the teaching material that had been made them and continued with questions and answers or feedback from the lecturers as well as other participants. this activity was conducted via the zoom platform. 78 | english franca, vol. 6, no. 1, 2022 conclusion the training or the activity was conducted to produce sets of teaching materials and in the end, it was completed. the activity was conducted per the following objectives. first, introducing teaching materials based on the local culture of south sumatra for the needs of vocational students through the development of teaching materials related to the local culture by the teachers. second, improving the knowledge of vocational language teachers in using local cultural resources for the skills of reading descriptive and narrative texts based on the local culture of south sumatra in learning indonesian and english. third, producing teaching materials for reading descriptive and narrative texts based on the local culture of south sumatra in 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(2014). the relationship between cultural background and reading comprehension. theory and practice in language studies, 4(4), .707-714. 82 | english franca, vol. 6, no. 1, 2022 empty page english franca: academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.2329 the impact of a three-step interview on students’ speaking ability rifda arafah uin fatmawati soekarno rifdaarief.edu@gmail.com sudarwan universitas bengkulu sudarwan@unib.ac.id wayan dharmayana universitas bengkulu dharmayana@unib.ac.id sakut anshori institut agama islam negeri (iain) curup sakutanshori@yahoo.com prihantoro institut agama islam negeri (iain) curup prihantoro@iaincurup.ac.id abstract the goal of this study was to determine the impact of employing a threestep interview on students' speaking abilities. this study's population consisted of all 80 students in their first year at man talang leak kabupaten lebong. the sample consisted of 56 individuals drawn from two courses. the students were separated into two groups: the experimental group got therapy utilizing the three-step-interview method, while the control group was taught using traditional methods. the data will be collected using several methods in the exam. the pre-test will be given once before the therapy begins, and the post-test will be given once the study is completed. this research includes seven treatment meetings. it is based on man talang leak's academic timetable mailto:rifdaarief.edu@gmail.com mailto:sudarwan@unib.ac.id mailto:dharmayana@unib.ac.id mailto:sakutanshori@yahoo.com mailto:prihantoro@iaincurup.ac.id 216 | english franca, vol. 5, no. 2, 2021 and semester program. the post-test would be given to the students after they had received seven treatments for each topic. the results from this study will be statistically analyzed using the t-test for the pre-and posttests. the post-test will be used to collect data on the influence of using the three-step-interview method on students' speaking performance. the disparity between the two classes was substantial. according to the data analysis, the outcome demonstrates that the three-step-interview approach may increase students' speaking abilities. it is possible to conclude that the usage of the three-step-interview had a beneficial influence on students' speaking skills. based on the findings, teachers are advised to utilize the three-step-interview approach when training senior high school pupils to talk. keywords: three-step-interview, speaking ability, senior high school students introduction one of the linguistic abilities is speaking. when it comes to teaching english as a foreign language, speaking is an important parameter in the textbooks or curriculum development. the speaking teaching technique described above is utilized in the construction of the english language curriculum from elementary through high school. speaking is one of the basic skills that need communicative competence, pronunciation, grammar, vocabulary, fluency, accuracy, understanding, and gesture improvement, according to (brown, 2000). these aspects are required to assess pupils' ability to talk using proper techniques. according to (kartimi, 1985), speaking ability to communicate ideas, intentions, emotions, and feelings to another person using spoken language in such a way that the listener understands what the speaker says. if someone wants to communicate effectively in english, he or she must first acquire proficiency in the language. there are a few things to consider if you want to improve your english language skills. this is based on the fact that language has long been used as a social tool (sociolinguistics), as a personal criterion (behaviorist), and as a mental and symbolic system (psycholinguistic) (apriani, et. al, 2019). furthermore, budiman (2018) confirmed that the effectiveness of speaking skills is completely dependent on the use, not the usage. but in reality, when asked to articulate something in english, many senior high school pupils still struggle. as a result, the teacher must be astute in selecting a teaching strategy or technique that is appropriate for rida arafah, et. al: the impact of a three-step interview on students’ speaking ability 217 the student's circumstances and requirements. as a consequence, the aim of teaching and learning is achievable. during the interview with man talang leak english teacher, the same condition occurs when the researcher identified that most students in the first year in man talang leak faced problems in speaking. the interview results revealed a lack of pupils' capacity to talk. first, most students indicated that they could not always begin to talk since it was difficult for them to explain their views. second, there were issues with grammar and vocabulary, making it difficult for individuals to express themselves verbally. the information above indicates that a particular treatment is needed to improve the students' ability in speaking. another problem is the technique that used by teachers is no variation. students became uninterested in the learning process. teachers do not use the appropriate technique in teaching speaking that leads students to tend to feel bored. the researcher concluded that there must be a solution or solving problems by applying the technique that can improve students' speaking ability. cooperative learning is one of the strategies that is thought to be helpful for pupils. the three-step interview method. cooperative learning is a teaching approach in which small groups of students of various levels engage in a variety of learning activities to improve their understanding of a subject. each team member is responsible not just for learning what is taught, but also for supporting colleagues in learning, fostering an environment of achievement. students go through the task until all group members understand and successfully finish it. according to (kagan, 1994), the three-stepinterview is a cooperative learning technique that allows and encourages group members to participate in absorbing specific concepts profoundly through the role of pupils. in the classroom, it is a malleable process. the goal of this method is to engage pupils in a discussion for analysis and new knowledge synthesis. in light of the above argument, there should be a strategy that is successful in improving students' knowledge of the english language, particularly their speaking skills. because most senior high school english teachers offer materials that are dominated by grammar focus, pupils are unable to talk effectively due to a lack of practice and usage of spoken english self. as a result, in this study, researchers will test the three-stepinterview approach to improve students' english speaking skills. as a result, in this study, the researcher will employ the three-step-interview approach to help students enhance their english speaking abilities. it is 218 | english franca, vol. 5, no. 2, 2021 believed that by using this approach, pupils' speaking abilities would improve. theoretical framework speaking is an interchange of thoughts, feelings, emotional expressions, speech, or written form of language, although it is the most often and successfully done through speaking (utama, 2018). speaking is important to human communication, which is one of the reasons why it should be taught in language education. when contemplating the function of the human as a social creature that relies on speaking rather than writing when engaging with others, the relevance of speaking ability becomes clear (nunan, 1993). speaking, being the initial expression of language has been positioned as a critically essential skill that should be taught with a suitable method (gusmuliana, et. al, 2020). speaking is a tool for sending a message to the listener nearly immediately, whether the listener understands or not, and whether the speaker or listener is in control and able to alter the circumstances when sharing his/her idea, or whether he/she is conscious and excited or not (tarigan, 1996). according to (chaney, 1998) speaking is the process of generating and transmitting meaning in a variety of contexts via the use of verbal and nonverbal cues. skill is defined as the capacity to perform something well or a certain ability or type of ability. in a nutshell, speaking ability is the capacity to use linguistic knowledge in practical conversation. the ability is used to verbally convey our ideas, feelings, emotions, and needs. in this study, speaking ability refers to the pupils' capacity to respond after they have spoken test orally in a speaking test that the researcher took from a book that the students used and it has designed based on the material in the syllabus. the result of the test can be shown through the random in little row paper and can be seen after they have been given post-test by the researcher. after that, the score will be gotten between the pretest and posttest that have been done. whether it will experience increasing students' ability in speaking or not. in the examination of the speech process, four key components are widely recognized: fluency and accuracy of pronunciation, vocabulary, and grammar. as a result, in addition to understanding who, when, and how to practice speaking, the speaker should be well-versed in the key components of speaking. (brown, 2000) state there are seven principles in designing teaching speaking techniques: (1) utilize approaches that address the whole range of various learner expectations, ranging from languagerida arafah, et. al: the impact of a three-step interview on students’ speaking ability 219 based accuracy to message-based engagement, meaning, and fluency; and (2) provide naturally stimulating ways. it is necessary to persuade students that the activity will help them learn the target language. (3) promote the use of real language in appropriate circumstances; (4) the authentic language learning environment should be meaningful to the students; (5) offer appropriate feedback and correction, the instructor appreciates students' effort and makes suitable corrections or feedbacks; (6) take advantage of the inherent connection between speaking and listening; the teacher accommodates students not only in the speaking aspect but also in the listening aspect; and (7) provide students with opportunities to initiate oral communication; students are facilitated more frequently in materials related to oral communication so that they are brave to speak. research methodology kind of this research is experimental research. experimental research is research that uses treatment to know the result and to test the hypothesis whether how the relationship between those variables. this study adopted a quasi-experimental method. the term "quasiexperimental" refers to realistic compromises between actual experiments and the nature of human language activity, which we hope to investigate. such designs are subject to a variety of internal and external validity concerns. two courses are utilized as inquiry classes in this study. the experiment class receives the three-step-interview method like therapy, whereas the control class receives no treatment. the control group will keep the teaching-learning process going with their teacher. in other words, this class employs the traditional approach of instruction. the data will be evaluated once the pre-test, treatment, and post-test have been completed. the study's research design may be illustrated below based on the quasi-experimental design: table 1: design of the research sample pre-test treatm ent post-test experimental class control class x1e x1c √ × x2e x2c 220 | english franca, vol. 5, no. 2, 2021 notes: x1e: pre-test student speaking abilities of experimental class x1c: pre-test speaking ability of control class students x2e: post-test speaking ability of experimental class students x2c: control class student speaking ability in post-test the population is the entire object or individual that will be investigated in connection with the necessary data. the target population of this study is all of the first-year students of man talang leak in the academic year 2012-2013. table 2. total the first year students at man talang leak class sex total population male female x.1 11 17 28 80 x.2 11 17 28 x.3 11 13 24 source: documentation of man talang leak to select an equal class of sample the researcher uses homogeneity test as follows. table 3: homogeneity test no class total score mean score 1. x.1 1919 68,53 2. x.2 1928 68,86 3. x.3 1503 62,63 in selecting the sample, one class is randomly assigned as the experiment class and one as the control class. table 4. the number of samples class class male female total control x.1 11 17 28 experimental x.2 11 17 28 total 56 in this research, techniques of collecting data will be used test to get the data. the pre-test will be administered once before the therapy begins, and the post-test will be administered after the conclusion of the rida arafah, et. al: the impact of a three-step interview on students’ speaking ability 221 study. this research consists of seven meetings of treatment. it is constructed based on the academic calendar and semester program of man talang leak. after giving seven treatments for each material to the students the post-test would be administrated. the data of this research will be analyzed by using a t-test for the pre-test and post-test were then calculated statistically. the post-test will be administered to determine the impact of the three-step-interview approach on students' speaking abilities. the procedures of the experimental class that uses the three-stepinterview technique include the following: (1) the teacher forms groups of four students signed a, b, c, and d; (2) the teacher introduces the material of the lesson in the class based on the theme on lesson planning; and (3) the teacher conducts the lesson, (3) each person chooses a partner from among the other members. (4) individuals interview their partners by asking clarifying questions during the first stage. (5) in the second stage, partners switch roles; (6) in the last phase, members take over the responsibilities of their spouse. resultss and discussion results to facilitate understanding the condition of students' speaking ability after the conventional technique is implemented, it is measured based on the result of the post-test given to 28 students in the control class or (x.1). according to pre and post-test, the result of both tests given to 28 students in the control class or (x.1) is to get the highest score, the lowest score, and the mean score. the result of scores calculation by 28 students in the control class presents calculation in the following table : table 5. result of control class test highest score lowest score total score mean score standard deviation pre 67 31 1306 46,6 7,3 post 68 34 1342 47,9 7,08 from the table above, it showed that in the control class the outcome of calculating the scores of 28 students in the control class in the pre-test demonstrates that they have a mean score of 46,6 and a standard deviation of 7,3. and the outcome of calculating the scores of 28 students in the control class in the post-test demonstrates that they have a mean score of 47,9 and a standard deviation of 7,08. 222 | english franca, vol. 5, no. 2, 2021 based on the finding, the data referring to students' highest score achieved > 60 acquired by 1 student. whereas, the students' are lowest score reached 31 by one student. this condition indicated that 26 of the students' gained the pre-test result > 31 till < 60. next, the total score of students in the pretest was 1306. based on the total score, the researcher could take the mean score by dividing the amount of total score by students' amount in which the calculation achieved the result in the amount of 28. the standard score on speaking is 60. that's means 27 students who reached the standard score. then, as the last process in this context, the researcher calculated the standard deviation. from pre-test and post-test data, the comparative result of scores calculation presents the calculation in the following chart: chart 1. the comparative result between pre and post test of control class based on the results of pre and post-tests administered to 28 students in the experimental class, the condition of students' speaking ability before and after the implementation of the three-step-interview can be shown (x.2). according to the before and post-test results, the greatest, lowest, and mean scores were obtained by the 28 students in the experiment class or (x.2). the following table shows the results of the scores calculated by 28 students in the experiment class: table 6. result of experiment class test highest score lowest score total score mean score standard deviation pre 59 25 1287 46.0 8.37 0 10 20 30 40 50 60 70 pre test post test highest score lowest score mean score standard deviation rida arafah, et. al: the impact of a three-step interview on students’ speaking ability 223 post 76 38 1615 57.7 7.15 after the researcher did the pretest, the researcher did treatment. to know the result of treatment and answer the question of student speaking ability under the teaching by using the three-step-interview technique, so the researcher did the posttest. the data analysis of posttest results in finding, the researcher could give the conclusion that the students' scores were good than pretest result. it can be seen from the highest score, the lowest score, total score, mean score, and standard deviation. from pre-test and post-test data, the comparative result of scores calculation presents the calculation in the following chart: chart 2. the comparative result between pre and post test of experiment class the effect of the three-step-interview in improving speaking ability can be looked at based on data analysis of comparison the data got by both classes. the researcher gives three criteria to know how effective the three-step-interview used in speaking ability those are the mean score, standard deviation, and student score. the following table and chart may help the clarification and contain comparative results from the experimental and control classes below: table 7. the comparative result between control and experimental class class mean score standard deviation students who get a score > 60 students who get a score < 60 0 10 20 30 40 50 60 70 80 pre test of experiment clas post test of experiment class highest score lowest score mean score standard deviation 224 | english franca, vol. 5, no. 2, 2021 p re test p ost test p re test p ost test p re test p ost test p re test p ost test control 4 6.6 4 7.9 7 .3 7 .08 1 2 2 7 2 6 experimental 4 6.00 5 7.7 8 .37 7 .15 0 1 0 2 8 1 8 chart 3. the comparative result between control class and experimental class according to the data presented in the table above, the control class's mean pre-test score is 46,6 and its mean post-test score is 47,9. one student earned a score of more than 60 on the pre-test, while 27 students received a score less than 60 on the post-test. meanwhile, the experimental class's pre-test mean score is 46,00, and its post-test mean score is 57.7. furthermore, in the pre-test, no student had a score greater than 60, and all received a score of 60, but in the post-test, 10 students received a score greater than 60, and 18 students received a score of 60. according to the statistics shown above, the rise in the score of the control class is not larger than the increase in the score of the experimental class. the control group's mean pre-test score is 46.6, whereas the mean post-test score is 47.9. it only earns 1.34 points. meanwhile, the experimental class had a mean pre-test score of 46.0 and a mean post-test score of 57.7. it raises by 11.7 points. following therapy, both groups were subjected to a post-test utilizing the same oral test. the therapy was successful since the experimental class's post-test score was greater than the control classes, which was 11.7 points. as a consequence, it is possible to conclude that the therapy has a substantial influence on 0 10 20 30 40 50 60 pre test of control class post test of control class pre test of experiment class post test of experiment class rida arafah, et. al: the impact of a three-step interview on students’ speaking ability 225 the experimental class, as evidenced by the range of post-test results for both classes. the researcher utilized this to determine the hypothesis of this study. the formula for the t-test determines if the "t" obtained indicates a significant difference between the mean scores of the control and experimental classes. based on the researcher's examination of the data from both courses, the researcher must conclude that the three-stepinterview helped enhance students' speaking skills. even though the computation is still required since it determines whether the alternative hypothesis is accepted or not. the t-formula was used to compute data from both classes, which can be seen in the presentation below: standard deviation in experimental class is 7.15 and standard deviation in control class 7.08, so the t-test is 5.10 the t table df = tn1+n2-2 = t28+28-2 = t54 df = 2.004 the t-table is 2.004 t-test > t-table = h1 is accepted t-test < t-table = h0 is rejected in this research got 5.10 > 2.004 = h1 is accepted & h0 is rejected the t-test value was 5.10, according to the findings of the matched t-test computation. and, at the 95 percent significant level, the t-table value was 2.004 with a degree of freedom (df) of 54, suggesting that h0 is rejected and h1 is accepted. in other words, during the academic year 2012/2013, teaching speaking utilizing the three-step-interview technique was effective in developing speaking skills in the first year of man talang leak. discussion the student speaking ability under the teaching using the conventional technique was not good yet. most of the students obtained low scores than the score of standard competence. according to ur (1996, p. 121), several factors influence students'‟ esl speaking-learning. the familiar factors are inhibition, today, low or uneven participation, and preferring to use their l1, mother tongue. thus, these factors take into account some of the students‟ problems in mastering speaking skills. this fact was described based on the outcome of the pretest it was demonstrated by the data obtained as a consequence of administering a pre-test to pupils in the control class. the pretest was administered to all 226 | english franca, vol. 5, no. 2, 2021 students in the control class. there are 28 pupils in total. the researcher obtained the highest, lowest, total, mean, and standard deviation scores from the pretest. based on the finding, the data referring to students' highest score achieved > 60 acquired by 1 student. whereas, the students' are lowest score reached 31 by one student. this condition indicated that 26 of the students' gained the pre-test result > 31 till < 60. next, the total score of students in the pretest was 1306. based on the total score, the researcher could take the mean score by dividing the amount of total score by students' amount in which the calculation achieved the result in the amount of 28. the standard score on speaking is 60. that's means 27 students who reached the standard score. then, as the last process in this context, the researcher calculated the standard deviation. from students' scores, the standard deviation was used to analyze how high the value of a variable shifted from the mean score. the result of the calculation for standard deviation reached the amount of 7.3. to answer the question of how is the student's speaking ability under the teaching using a conventional technique, the researcher got the answer from the result of the post-test. the researcher found that there was a significant improvement in students' scores in the control class based on data analysis of post-test results in finding. it is evident from the mean score, greatest score, lowest score, total score, and standard deviation. to begin, the average score was 47.9. the mean score improved from the pretest mean score of 46.6. it was around 1.34 points. second, one student had the highest posttest score of 68, while another received the lowest score of 34. in the pretest, one student had a score of 67, while another received a score of 31. it implies that there was an improvement in the students' performance and scores from pretest and posttest. on another side, because the highest score in the posttest result was 68 so there was one student who passed in the post-test. third, the total score in the posttest was higher than the pretest. the total score was 1342. therefore the difference was 36 points. last, the standard deviation of the posttest score was higher than the pretest. the difference between both of them was 0.22 points. it indicates that students' motivation was increased and they were more active to follow the teacher's instructions. as kagan (1994) stated that the use of the tsi approach in teaching esl speaking inspired and energized students to talk more effectively while also instructing them in how to inquire, answer, and exchange information. in conclusion, pupils' speaking abilities improved little while being taught utilizing traditional techniques. rida arafah, et. al: the impact of a three-step interview on students’ speaking ability 227 in the pretest, students' speaking abilities under the teaching of the three-step-interview approach get a comparable score as the control class. students' speaking abilities were still lacking. the majority of pupils had lower results than the standard competency score. this fact was described based on the result of the pretest. it was proven by the data found out on the result of giving pre-test to students at experiment class. the pretest was given to all of the students in the experiment class. the data of the pretest showed the highest score, lowest score, total score, mean score, and also standard deviation. based on the finding, the data referring to students' highest score achieved 59 acquired by one student. whereas, the students' are lowest score reached 25 by one student. this condition indicated that 26 students gained the pre-test result > 25 till < 59. next, the total score of students in the pretest was 1287. based on the total score, the researcher could take the mean score by dividing the amount of total score by students' amount in which the calculation achieved the result in the amount of 46.0. the standard score for speaking is 60. so, were nothing student who reached the standard score. then, as the last process in this context, the researcher calculated the standard deviation from students' scores. standard deviation was used to analyze how high the value of a variable shifted from the mean score. the result of the calculation for standard deviation reached the amount of 8.37. after the researcher did the pretest, the researcher did treatment. to know the result of treatment and answer the question of student speaking ability under the teaching the researcher conducted the posttest utilizing the three-step-interview method. after analyzing the data from the posttest findings, the researcher was able to conclude that the student's scores were higher than the pretest results. the highest score, lowest score, total score, mean score, and standard deviation all show this. first, the mean score of students in the posttest result was 57.7, with one student receiving the highest score of 76 and one receiving the lowest score of 38. it differs from the outcome of the pretest. in the posttest, 10 students reached the standard score. whereas in pretest nothing student who reached the standard of the score. students' scores improved from pretest to posttest results. the increase of mean score was 11.7 points. second, the total score in the posttest was higher than the pretest score. the increase was 328 points from 1287 to 1615. last, the standard deviation was lower than the pretest. it was 8.37 to 7.15. the difference was 1.22 points. it means that students' interval score in the posttest was not far from its mean score. so the score of each student is 228 | english franca, vol. 5, no. 2, 2021 closed to their mean score. according to kagan (1994) and thirumalai (2002), the method encourages pupils to communicate effectively. in conclusion, pupils' speaking skills improved after being taught utilizing the three-step-interview approach. the researcher used the three-step-interview approach to determine the influence of student's speaking abilities. the therapy was implemented throughout the course of seven encounters. after administering the therapy, the researcher administered the posttest to both classes. the posttest results for both courses would be compared. as a consequence of the calculations, the experimental class outperformed the control class. it proved from some aspects that would be compared. first, the mean posttest score in the control group was 47.9. the mean score in the experiment class was 57.7. based on this background, it was determined that the experiment class outperformed the control class. the three-step-interview approach, on the other hand, has a greater impact on developing pupils' speaking skills than conventional techniques. second, the overall posttest score in the experiment class was 1615. it was higher than in the control group. the overall posttest score in the control group was 1342. the difference in scores was 273. because of the difference, the control class had a lower score than the experiment class. it may be observed from the maximum score obtained in the experiment, which was 76, and the lowest score obtained by one student, which was 38. in the control class, the best score was 68 obtained by one student, while the lowest score was 34 obtained by one student. in addition to the two factors mentioned above, the researcher computes a t-test to ensure that three-step-interview improves students' speaking skills. before calculating the t-test, the researcher must first understand the hypothesis in this study. the first hypothesis is h0, which states that the three-step-interview approach influences pupils' speaking abilities. the next hypothesis is h1, which states that the three-stepinterview approach does not influence students' speaking abilities. the researcher obtained the value of t using the t-test, which is 5.10. to determine the value of the t-table, the researcher must first determine the degree of freedom. then there's the matter of the degree of freedom, which is 54. the t-table value is 2,004. this indicates that the t-test is greater than the t-table. as a result, the initial hypothesis, h0, is rejected, whereas h1 is accepted. according to kamaliah et al. (2018), the threestep interview approach may be regarded as an excellent alternative method for developing students' speaking abilities. utama (2018) also mentioned that three-stepinterview is anticipated to be utilized as a rida arafah, et. al: the impact of a three-step interview on students’ speaking ability 229 method for the instructor to teach in speaking since this strategy motivates, enjoys, and requires all students to be more engaged and passionate in the teaching-learning process. it is possible to conclude that the three-step-interview approach improves students' speaking abilities. conclusion students' speaking skills after using the usual approach in the control class are in poor condition. it can be observed that the score in the control class increased by 1.34 points between the pretest score of 46.6 and the post-test level of 47.9. pupils' speaking ability after using the three-step-interview approach is good since students in the experimental class have an improving ability. the mean score of the pretest in the experiment class is 46.0, with a standard deviation of 8.37. according to the post-test results, the mean score of the experiment class is 57.7, with a standard deviation of 7.15. the score in the experiment class has increased by 11.7 points. the three-step interview method is excellent in enhancing students' public speaking skills. the outcome of the "t" computation represents the fact. to test the hypothesis, the researcher does the "t" calculation. according to the computation, the figure of "t" discovered is 5.10, while the value of the "t" table is 2.004. the researcher then compares the two results. the comparison shows that 5.10 is more than 2.004. according to the data analysis, the outcome demonstrates that the three-step-interview approach may increase students' speaking abilities. references apriani, e., anshori, s., & edy, s. 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(2002). an introduction to tesol: teaching english to speakers of other languages. language in india, 2(2). retrieved january 4, 2017 from <http://www.languageinindia.com/april2002/tesolbook.html#cha pter5>. thornbury, s. 2005. how to teach speaking. london: pearson education limited ur, p. (1996). a course in language teaching: practice and theory. cambridge: cup. utama, i. m. p. (2018). the effects of three step interview strategy towards students’ speaking ability. jurnal paedagogy, 5(2), 104109. utami, rela. 2010. improving speaking skill using three-step-interview (a classroom action research in the first grade students of sma negeri 1 ngawi in the academic year 2009/2010). thesis. surakarta : sebelas maret university. 232 | english franca, vol. 5, no. 2, 2021 english franca : academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.2589 the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems rani ayu feronica institut agama islam negeri (iain) curup feronicagrande@gmail.com eka apriani institut agama islam negeri (iain) curup eka.apriani@iaincurup.ac.id sarwo edy institut agama islam negeri (iain) curup edysarwo@iaincurup.ac.id abstract the purpose of this research is to learn about teaching practices and issues that arise when using hots. this is a descriptive qualitative study. this study focused on four english teachers at smpn 1 rejang lebong. the data for this study was gathered using a questionnaire and an interview. qualitative analysis was used to analyze the data. the findings of this study are as follows: (1) the application of hots in smpn 1 rejang lebong is properly done per the anderson taxonomy: memorizing, comprehending, applying, analyzing, assessing, and producing second, there were instructional issues in hots implementation, including (2) a lack of facilities, a lack of time, a lack of training, a lack of knowledge, a lack of connection, and a lack of desire. this discovery is intended to be utilized to understand more about the teaching and learning process in junior high school by applying hots. keywords: hots, junior high school, teaching practice, teaching problems mailto:feronicagrande@gmail.com mailto:eka.apriani@iaincurup.ac.id mailto:edysarwo@iaincurup.ac.id 186 | english franca, vol. 5, no. 2, 2021 186 introduction teaching english to pupils who do not speak english as their first language. anyone interested in learning strategies for teaching english should be familiar with the field's core terminology. teaching english as a foreign language (tefl) is often done in the student's home country, either via the public school system or through private schools. apriani (2021) observed that maintaining communication between the teacher and students, as well as among students, when teaching english as a second or foreign language in the classroom involves the use of nonlinguistic resources in addition to linguistic ones. english as a foreign language (tefl) teachers might be native or non-native english speakers (rohmah, n.d.). we've also heard the words "language skills" and "language components" when it comes to language teaching. listening, speaking, reading, and writing is all examples of language abilities. receptive skills include listening and reading, whereas productive skills include speaking and writing. in indonesia, the english syllabus is being developed to explore the influence of english as a foreign language on the advancement of english education, communicative learning, and communicative approach in english language teaching. because of english's international standing, this is the case. as a consequence, communicating with people from all over the world is one of the most important goals of studying english in indonesia. according to some teachers, the role of the teacher in the teaching and learning process is to develop a communicative method through group work, discussion, or role-play. apriani, et. al (2019)said that good communication entails not just communication inside society, but also communication on a worldwide scale. this is done to help students communicate better. in general, teaching english is not easy. the teaching method used by the teacher determines the success of the student in the english learning process (apriani, 2017) there are many difficulties in teaching english, especially in junior high school. in junior high school, the students must have learned a lot about english because before they had learned english how the procedures use english. it can be comprehended because english is a skill that involves many aspects of the language. the aspect is medians, vocabulary, fluency precision, expression, and style. based on the provisions of the indonesian government officially changed the education unit level curriculum (ktsp) to the k 13 curriculum (kurtilas) which has now been implemented. the purpose of this curriculum change aims to improve the characteristics of students rani ayu feronica, et.al: the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems187 (students) who are seen as the increasing number of global influences that arise so that it will likely affect the character of students. in which there is a high order thinking skill (hots) method or critical thinking. the 2013 curriculum was designed to enable students to be more capable of making assumptions, asking questions, reasoning, and communicating. in implementing the 2013 curriculum, the teachers are encouraged to implement hots (higher order thinking skill) learning and to assess the learning outcome in hots aspects of knowledge. higher-order thinking skills (hots) are defined as the ability to think widely to find a new challenge. hots is essential for assisting with the teaching and learning processes. it is quite beneficial for pupils to encounter problems that are unusual in their daily lives. furthermore, students with hots can make students recognize themselves by improving their performance and reducing their weaknesses. curriculum 2013 (k-13) is being adopted to promote higher order thinking skills (hots). the assessment includes hots. the purpose of assessing learning outcomes is to assist students in developing their higher order thinking skills (hots). as a result, k-13 places a premium on students who exhibit higher-order reasoning skills. as a result, educators must be able to provide a long-term evaluation that includes higher order thinking skills (hots) (pratiwi, dewi, & paramartha, 2019). high order thinking skill (hots) an important in learning english, also hots is a basic when a student wants to make a creative idea. these student-centered learning strategy is thinking skills that are more than just remembering and understanding, but also the ability to combine what is already remembered and understood to analyze, evaluate and even create. this approach sought to incorporate higher-order thought in education by analyzing and measuring instructional behavior through the emotional, affective, and psychomotor abilities of students (fairiziana, rosli, & maarof, 2017). the number of junior high schools in rejang lebong has implemented the six hots levels completely. one of them is smp number one. at smpn 1 rejang lebong has implemented hots since k13 was rolled out. based on the results of classroom observations, the researcher found that learning english at rejang lebong 1 state junior high school was very active. at smpn 1, after the implementation of hots the student exam results have increased, this is evidenced by the results of the highest 2016/2017 national exam (un) in bengkulu province, the first was achieved by smpn 1 rejang lebong on behalf of hanifah harlasi with a total score of 385, secondly nurhidayah anggraini with a total score of 188 | english franca, vol. 5, no. 2, 2021 188 383, the three fanaya armansya with a total score of 381. in the 2017/2018 academic year, the total un score in bengkulu province experienced a decrease in smpn 1 rejang lebong down to the second place with a total score of 284.49, but this school has the highest english score, namely 70.35. in the 2018/2019 academic year, the second-highest national examination score in bengkulu province was achieved by smpn 1 rejang lebong on behalf of a.m. bagas arianloka and vikram ahmad fauzan with a total value of 39.35. is also smpn 1 rejang lebong achieved the highest average score in bengkulu province with a total score of 36.29 which was very satisfactory. the researcher also interviewed one of the teachers, according the teacher, it is likely that hots is the source of children's success in solving the questions on the national exam (un). according to one student interviewed by the researcher, the technique used by the teacher could be followed by them well, not boring, quickly understanding. based on the explanation above the researcher would like to conduct this research which aimed to find out the teacher's strategy of hots in teaching english at junior high school number 1 rejang lebong. as a result, the title of this research is “the implementation of hots in junior high school: teaching practice and problems. theoretical framework teaching english as a foreign language teaching english as a foreign language can take place in any region, regardless of whether english is spoken there. exam planning, career development, furthering one's education, and other factors motivate efl students to learn english. most countries' curricula include english as a foreign language, especially in public schools. indonesian senior and junior high schools require english as a subject. at the lower levels, such as primary schools and kindergarten, english is not a mandatory subject, but it can be taught as a local material subject to students (supriyanti, triastuti, & bahasa, 2008). there are five tiers of teachers in the tefl field (susilo, suhatmady, sunggingwati, farisa, & ilmi, 2017): ((1) the opportunist who has no efl or other teaching credentials but wants to find work; (2) the teacher who has completed a basic level of training of 20 hours or less; (3) the tefl initiated teacher who has completed a certificate level tefl course of approximately 100 hours; and (4) the teacher who has been trained in another subject but needs to learn the concepts of teaching efl. rani ayu feronica, et.al: the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems189 people at this stage have studied english extensively, most likely receiving a bachelor's or master's degree in english literature or linguistics, but have no teaching experience; (5) the tefl trained instructor with a diploma or master's-level certification in efl. teaching english for junior high school english is taught as a compulsory language in junior and senior high schools. of course, the national industry has already begun to introduce english at lower levels, such as primary school and kindergarten. english training starts in junior high schools at the age of eleven, in the first grade, and continues to university levels. despite spending nearly seven years in school studying english, students are unable to communicate in english in real-life circumstances (akbari, 2015). in general, and particularly in our nation, teaching english as a foreign language is a difficult task in developing countries. first and foremost, english language proficiency requires access to and use of the most up-to-date technology and science tools in english. second, learning english is needed to meet the demands of the information age and to make effective use of the internet. third, mastery of the english language promotes cross-national cultural exchange, including the idea of civilizational dialogue. the implementation of high order thinking skill (hots) the learning process should start with something simple and move to something more difficult. that is, competency evaluation begins with a multitude of hots. data from the international student assessment program (pisa) suggest that higher-order thinking is poor in indonesia. furthermore, indonesia is ranked 69th out of 76 countries (kemendikbud, 2007). to educate pupils for the twenty-first century, the ministry of education and culture created the 2013 curriculum (k-13). the 2013 curriculum (k-13) emphasizes higher order thinking skills (hots). hots learning activities are created in the classroom by teachers. the ministry of education defines higher order thinking skills (hots) are defined as the capacity to solve issues, make judgments, be inventive, and generate something using logic and reflection (febriani, 2019). higher-order thought is described as thinking that takes place at the top of the cognitive processing hierarchy. 190 | english franca, vol. 5, no. 2, 2021 190 the most widely known hierarchical arrangement of this kind of education is bloom's taxonomy, which views a spectrum of thought skills starting with knowledge-level thinking and ending with evaluation-level thinking. imaginative and critical thought, analysis, problem-solving, and visualization are all examples of higher-order thinking skills (hots) (jennifer lyn s ramos, bretel b dolipas, and brenda b villamor,2013). dr. benyamin bloom, an educational psychologist bloom's taxonomy was created in 1956 by edward bloom, who was born in pennsylvania and received his ph.d. in education from the university of chicago in 1942. taxonomy and classification are synonyms. taxonomy, according to pratiwi, is a categorization structure based on shared concepts or norms. bloom taxonomy is a categorization framework he created for cognitive thinking abilities. it has had a significant impact on schooling during the last 50 years (c-leslie, 2016). the bloom taxonomy was created in the 1970s as a tool for objective-based evaluation and as a paradigm for generating questions that evaluate low-level vs higher-level abilities. the emphasis in the 1980s was on teaching higher-order thinking skills, and the validity of bloom's taxonomy was questioned. in may 1984, the association for supervision and curriculum development (ascd) observed that students were failing on higher-level reasoning tasks. unfortunately, the collaboration of the associations did not result in a change to bloom's taxonomy (febriani, 2019). bloom's taxonomy was revised in 2001 by anderson, krathwohl, and others. the revision resulted in bloom's latest taxonomy. the revised taxonomy introduces a two-dimensional structure to the original, which includes cognitive process and knowledge dimensions. bloom's initial taxonomy resembles the cognitive component. only a few significant changes have been made (c-leslie, 2016). another difference is that the position of cognitive levels, assessing (c5), has now taken precedence overproducing (c6). the following two points have been revised: (cleslie, 2016) rani ayu feronica, et.al: the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems191 diagram 1. anderson taxonomy according to anderson and krathwohl, current education should focus on moving away from non-algorithmic instruction emphasizing low-level thinking (lots) and learning to prioritize high-level thinking skills (hots) (syarifah, usodo, & riyadi, 2019). anderson and krathwohl's revised bloom's taxonomy separates the cognitive mechanism into two dimensions: first, in c1 memorizing: retrieving, remembering, and recalling specific information from long-term memory, low order thinking (lot) is described. c2 understanding is the process of deriving, interpreting, exemplifying, categorizing, summarizing, inferring, comparing, and explaining context from oral, textual, and visual communications. c3 carrying out or enforcing: carrying out or enforcing an action. according to c4 analyzing, higher order thinking (hot) is the act of breaking down content into constituent pieces and identifying how the parts link to one another and an overall structure or function through differentiating, organizing, and assigning. c5 analyzing: the process of examining and assessing information to make judgments based on criteria and standards. c6 creating: assembling pieces to form a coherent or functional whole; rearranging elements into a new pattern or structure via development, design, or production (syarifah et al., 2019). to study science, students must have high-order thinking skills (hots). as a result, when teachers use instructional involving pedagogy to assist students in improving higher-order thought skills (hots), they are directly striving to improve student achievement. thinking skills can be applied to all fields by asking students thought-provoking questions (mohd nazri et al., (2017). problems like these, on the other hand, can be overcome by using rational and creative reasoning, as well as inferring from prior experience. high-order thinking skills (hots) are characterized by dynamic, self-regulatory, substantive, nuanced judgments, ambiguity, multiple criteria, and multiple providing solutions. high or thinking skills (hots) should be an essential element of the teaching and learning process since one of the major aims of education is to guarantee that students can think critically and solve issues (rohis, 2019) the 2013 curriculum's high order thinking skill (hots) has also highlighted the balance of skills in the students' cognitive domain and those in the students' affective domain (jailani, sugiman, & apino, 2017). in the classroom, to be able to create learning activities into active learning, as one stage of the research, researchers arrange specific guided 192 | english franca, vol. 5, no. 2, 2021 192 discovery learning model (laila sulastri, wahidin, muchtar, & lestari, 2016) in the classroom, teachers as the agents of change need to understand, practice, and apply high order thinking skills (hots) to teach the skills effectively. more importantly, to ensure the objective of any educational program concerning high order thinking skills (hots) is achieved, teachers' knowledge and beliefs are indeed the determining abdul aziz @ahmad et al, (2017). investigating the problem is that high order thinking skills (hots) students' ownership is still quite low. highorder thinking skills (hots) focus on pupils' ability to judge a situation rather than merely memorize it. students are expected to be able to assess problems and develop solutions to them (kusumawati, dwiranti, & salamah, 2018). research methodology to answer the study questions, descriptive qualitative was employed. the goal of qualitative research is to create explanations for social events as they occur in the wild. descriptive research is a detailed examination of current events and situations by the topic. this study's participants are four english teachers. the researcher used a questionnaire and interview to find out the data about teaching practice and implementation of hots in smpn 1 rejang lebong. the data is analyzed by using results & discussion results teaching practice of hots implementation based on the questionnaire, the researcher found that the teaching practice of hots implementation in smpn 1 rejang lebong. the result can be seen in the following table: table 1. teaching practice of hots implementation no hots et 1 et2 et3 et4 1. remembering √ √ √ √ 2. understanding √ √ √ √ 3. applying √ √ √ √ 4. analyzing √ √ √ √ 5. evaluating √ √ √ √ rani ayu feronica, et.al: the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems193 6. creating √ √ √ √ based on table 1. all english teacher in smpn 1 rejang lebong uses six-level in hots implementation. they were remembering, understanding, applying, analyzing, evaluating, and creating. it can be concluded that hots implementation in smpn 1 rejang lebong is well implemented in the teaching and learning process. english teacher 1 the teaching practice of hots implementation by english teacher 1 was: remembering, understanding, applying, analyzing, evaluating, and creating. in creating, the english teacher is recalling students' long-term memory about the material. this way is used to make students interested before learning while material. in understanding. english teacher shares the material using pictures, videos, songs, etc. to make students easy songs understand the materials. in applying, english teachers teach materials using teachers' techniques and strategies like a discussion group, presentation, problem-based learning, and project-based learning. in analyzing, the english teacher asks the students to analyze the topic in the course. students can relate the materials to the environment and do investigate or survey about the information related to the materials. in evaluating, english teacher do evaluate students' materials understanding using tasks, quiz, or examination. in this component, the english teacher also makes students evaluate their problems and knowledge about the material. in creating, english teacher uses material and make students create some decision about the material. english teacher 2 teaching practices of hots implementation by english teacher 2 were: remembering, understanding, applying, analyzing, evaluating, and creating. the first level is creating, in this level, english teachers use some pictures, videos, songs, film, graphs, etc. to recall their students' memories about the material. the second component is understanding. english teacher uses experience and pictures to make students more understand the material. third, the level is applying, english teacher uses youtube, instagram, google classroom, whatsapp group to make students more interested in the learning process. the fourth component is analysis, english teacher asks students to criticize material individually and in a group. students can discuss with their partners in the classroom and their friend in another classroom via social media. 194 | english franca, vol. 5, no. 2, 2021 194 the fifth level is evaluating, english teachers do evaluate students' understanding of the material. english teacher makes students write their problems in this section and makes them solve their problems for the next meeting. the sixth level is creating, english teacher uses some material to make students critical thinking to create something about the topic and makes a key point of this section. english teacher 3 teaching practices of hots implementation by english teacher 3 were: remembering, understanding, applying, analyzing, evaluating, and creating. first is creating, the english teacher is recalling student’s long memory about the material. next is understanding. english teacher uses social media for learning to make students more interested and understand the material. then is applying, english teacher teaches materials by using discussion group and presentation. then is analyzing, the english teacher asks students to think critically about the material. next is evaluating. in this component, english teachers evaluate their students’ problems with the material. last is creating, english teacher some project to make students create new media or tools in learning. english teacher 4 teaching practices of hots implementation by english teacher 4 were: remembering, understanding, applying, analyzing, evaluating, and creating. in creating, english teachers make students interested before learning while material. in understanding. english teachers use some pictures, songs, and videos to make students easy to understand the materials. in applying, english teacher uses presentation, think-pairshare, discussion group, debate, etc. to make students critical thinking in the classroom. in analyzing, the english teacher asks students to analyze the topic in the course. in evaluating, english teachers do evaluate students' problems and knowledge about the material. in creating, the english teacher uses some material and asks students to make key-point about it. english teacher also asks students to create a new project about the material. teaching problems of hots implementation the researcher also finds out teaching problems in implementing hots at smpn 1 rejang lebong. the researcher uses voice notes via whatapp to know english teacher problems in hots implementation. rani ayu feronica, et.al: the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems195 the results of the interview with the english teacher are explained in detail in the next point. english teacher 1 researcher : what are your problems in implementing hots? english teacher 1 : i have problems with time and knowledge about hots. i have limited time in teaching english by using hots. as we know that, teaching english by using hots is need more time to prepare the material and implement the material. i am not an expert in hots. i am not focused in teach english by using social media, etc. english teacher 2 researcher : what are your problems in implementing hots? english teacher 2 : i have limited access and connection to using the internet to implement hots in my home. i have a problem with the preparation of the material. i have a lot of jobs to design the material and my teacher's administration. it makes me take much time to finish this. english teacher 3 researcher : what are your problems in implementing hots? english teacher 2 : i have a problem in using ict in the classroom to implement hots. i have limited training in using ict. i have a laptop am sharing with my family. the internet connection is not good in my house. i do not have friends to teach me using ict. i waste much time learning about new ict platforms. english teacher 4 196 | english franca, vol. 5, no. 2, 2021 196 researcher : what are your problems in implementing hots? english teacher 2 : my problems are lack of facilities, lack of connection, lack of knowledge, and lack of motivation. i have a laptop with sharing with other families. i have no internet connection by using wi-fi indi-home. i have limited knowledge about new literacies related to hots. i am not focused on using ict to implement hots. discussion based on the findings, there are two points is discussed in this section. the first is about the teaching practice of hots implementation in smpn 1 rejang lebong. the second is teaching problems in hots implementation in smpn 1 rejang lebong. teaching practice using hots in smpn 1 rejang lebong is the same as anderson taxonomy (anderson and krathwol, 2001). these six levels of anderson taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating. this same finding is the same as rosi (2019). rois's finding said that six-level students are learning in hots. wilson (2016) also explains in detail about six-level in anderson taxonomy. english teachers use pictures, graphs, videos, movies, songs to teach english using hots. this finding is the same as balakrishnan and mohammad, 2020). their findings said that using graphic organizers as a brainstorming method in teaching. english teachers have also used some methods to make students more interested in the classroom. thamrin and agustin (2019) argue that various methods in the classroom are better for students. teaching problems using hots is founded in smpn 1 rejang lebong. lack of facilities, lack of time, lack of training, lack of knowledge, lack of connection, and lack of motivation as problems in implementing hots in smpn 1 rejang lebong. fakhomah and utami (2019) argue that teachers feel difficulties in teaching hots. this same finding by ginting and kuswandono (2020), zahrani & elyas (2017), tyas, et.al (2019), retnawati (2018), and ballakhrisnan & mohamad. ginting and kuswandono (2020) found that three problems in implementing hots were teacher limited knowledge and teacher preparation. zahrani & elyas (2017) argues that teacher had problems in the preparation of teaching using hots. tyas, et.al (2019) explain that limited material is rani ayu feronica, et.al: the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems197 one of the challenges teaching english by using hots. retnawati (2018) argues that teachers had low knowledge of the function of hots. ballakhrisnan & mohamad (2020) states that limited time is the problem in hots classrooms. conclusion based on the results and discussion above, the researcher makes some conclusions. first, teaching practice of hots implementation. the implementation of hots in smpn1 rejang lebong were: (1) the implementation of hots in smpn 1 rejang lebong is suitable with anderson taxonomy. english teachers do six-level in teaching english: remembering, understanding, applying, analyzing, evaluating, and creating. second, teaching problems in hots implementation. teaching problems of hots implementation in smpn 1 rejang lebong were (2) teaching problems in implementing hots were lack of facilities, lack of time, lack of training, lack of knowledge, lack of connection, and lack of motivation. this conclusion is hoped can be used as the 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(2019). student’s critical thinking ability with higher order thinking skills (hots) question based on selfefficacy. journal of physics: conference series, 1265, 012013. https://doi.org/10.1088/1742-6596/1265/1/012013 200 | english franca, vol. 5, no. 2, 2021 200 englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: http://dx.doi.org/10.29240/ef.v5i1.2212, page 95-110 an analysis of the students’ difficulties in toefl prediction test of listening section tira nur fitria institut teknologi bisnis aas indonesia tiranurfitria@gmail.com abstract this study is to know the students’ difficulty in doing the toefl prediction test, especially the listening section in itb aas indonesia. this study uses descriptive qualitative research by using a questionnaire. the result shows that the students’ difficulty in doing toefl listening both external and internal factors. in external factors, include: 1) the speaker's accent (75.5 %), 2) the speakers’ speed (75.9 %), 3) the speakers’ intonation/emphasis (73 %), 4) the speakers’ pause in pronouncing a sentence (70.3 %), 5) the choice of words and foreign terms conveyed by the speaker (71 %), 6) the sentence structure conveyed by the speaker is too complex (54.8 %), 7) audio interruption causes the audio sounds less/unclear (54.8 %). in internal factors, include: 1) 64.3 % of students do not have previous experience doing toefl test, 2) 58.5 % of students have lack of practice in toefl listening, 3) 78.8 % of students have limited time in doing toefl listening test, 4) 62.2 % of students feel a lot of listening questions which consist of 50 questions, 5) 76.2 % of students do not have hearing impairment in listening, 6) 51 % of students have memory limitations when listening to toefl, 7) 48.1 % of students lack of motivation and enthusiasm, 8) 52.7 % of students lack of concentration or focus, 9) 53.5 % of students have limited mastery of foreign/unfamiliar vocabularies, 10) 47.3 % of students feel boredom when listening, 11) 56 % of students feel easily distracted by sounds or other things, 12) 51 % of students tend to translate any foreign vocabularies when listening, 13) 52.7 % of students have trouble catching or finding keywords, 14) 44.4 % of students are busy along with other activities when listening, such as playing writing instruments, taking notes or doing other things. keywords: listening, toefl, toefl prediction test mailto:tiranurfitria@gmail.com 96 |english franca, vol. 5, no. 1, 2021 introduction toefl stands for test of english as a foreign language. it is a standardized academic english test primarily taken by students applying to universities in the united states. the toefl is also accepted as proof of english skill by some universities outside the united states. more than seven thousand colleges and universities in one hundred and thirty countries, including the best universities in the world, such as the u.s., canada, uk, australia, and new zealand. this test is not only used to register at the university but is also required if you want to work in government agencies, take care of licensing, companies, and also for scholarship registration. setiawan (2013) states that in many nations, toefl was used as a criterion for university admission or for obtaining a scholarship. several indonesian universities need the toefl examination as part of their graduation criteria (soali & pujiani, 2020). toefl also becomes one of the standard requirements to enter indonesian universities (rahmah, 2019). toefl examines language skills that are tailored to the academic and professional fields. these fields are packaged and divided into sections. toefl test usually consists of three sections with 140 questions. toefl includes three aspects, namely (1) listening comprehension, (2) structure and written expression, (3) reading comprehension. the toefl test always starts with listening comprehension consisting of part a, b, and c, then followed by structure and written expression consisting of part a and b, and the last is reading comprehension. stirling (2017, p. 131) also states that this listening section measures the skill to understand authentic speech patterns used both in academic (formal) and non-academic (informal) situations. listening comprehension (50 questions, 30-40 minutes). according to fitria & prastiwi (2020). this section tests how much we can listen to conversations and monologues in english. these conversations consist of short conversations, long conversations, and speeches. structure and written expression (40 questions, 25 minutes). listening difficulties include understanding vocabulary, grammar, context, accent or pronunciation, and interesting skill conclusions (purwaningsih, 2016, p. 2). some other things that often become problems when facing the toefl listening test include not understanding the topic, foreign words, nervousness, being unfamiliar with diction and grammar, repetitions and pauses, wide imagination, tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│97 and missing detailed information, lack of concentration, lack of understanding of english accents, interpret word for word, lack of knowledge of vocabulary and pronunciation, unable to distinguish certain words and sounds. analyzing students’ difficulties toward listening comprehension helped the students in listening test as well as toefl test (darti & asmawati, 2017). the listening comprehension section aims to test our abilities in understanding spoken language. however, to be able to understand spoken language in addition to having to get used to listening to english spoken, we must know english grammar (grammar) adequately. all sentences in this section use the same sentence grammatical (grammatically correct) and usually in the form of a complete sentence. all these sentences are pronounced in conversational english. according to ang-zie (2020, p. 10), to answer listening comprehension questions well, we are required to have the skill to understand the stress and tone, understand the difference in sound, understand idioms, understand conversational phrases, understanding groups or verb phrases, find implied information (not clearly stated), understand comparisons, and understand the meaning of the conversation or conversation. the listening section is divided into separately timed parts. they are short conversations, long conversations, and talks/monologues. in each part, we will listen to the audio-only one time (putlack et al., 2020). kasmini & kadarmo (2014, p. 12) states that all questions in the listening section will usually be played through a headset on the computer or tape using speakers (loudspeakers) that have been prepared for the toefl test. speakers in the tape using american english pronunciations and expressions whose speech and expression are somewhat different from british english (british english). we need to understand the difference especially the way it's pronounced. some previous studies were conducted related to toefl listening comprehension. in the first research entitled “investigating medical students’ difficulties in toefl listening test” written by (rahmi et al., 2020). this research examined the reactions of the students to listening problems in taking the toefl test listening portion and their attempts to resolve the difficulties. most respondents were found to have difficulties recognizing the pronunciation of the native speaker (64%). as the top rank of students' attempts to solve listening difficulties of the toefl exam when viewing english tv programs or movies (65.10 percent) and listening to english songs (60 percent). in the second research entitled “students difficulties in passing listening section in toefl prediction test” written by (chairuddin & ulfa, 2018). 98 |english franca, vol. 5, no. 1, 2021 this research is to recognize difficulties for learners in passing the toefl prediction test listening portion. it is found that there are many facets of student issues, and the most difficult items are: 1) capture the idea of the speaker, 2) recognize the idiomatic language, 3) define the coherent marker, 4) give the utterance a literal meaning, 5) retain the important details. the third research entitled “an analysis of the difficulties encountered by non-english department students in toefl test of listening section” written by (pratiwi, 2017). this research was largely aimed at exploring the difficulties of students listening to the toefl exam. the outcome of this study reveals that in the listening portion of the toefl exam, the recapitulation score of the students was weak, by percentage 60 percent of students include 9 students of fifteen participants are very low understanding, and 40 percent of students include 6 students are low understanding. this suggests that the students are not comfortable with the toefl exam. in the fourth research entitled “analyzing students’ toefl listening comprehension test performance” written by (yuliandani et al., 2014). the goal of this analysis is to figure out the most challenging part of the toefl listening interpretation and to find out the problematic aspects. double negative expressions (23 percent) are the most problematic aspect, while the most perfected aspect is passive (77 percent). the most troublesome aspect in discussions and talks is the subject matter and accurate knowledge is the mastered aspect. in the fifth research entitled “students’ difficulties and strategies in doing listening section on toefl-like test” written by (pujiana, 2015). this analysis is to discover the problems encountered by the students and the approach they used in the toefl test listening segment. the effect is that the listening section is not simple for them and that part c (lecture) is the most difficult part of the listening section. the result reveals that students interpret attention, keywords, time, and emphasis as issues. the students usually used some techniques to solve the challenge. from five previous studies, those have similarities and differences between these studies. those studies have a similar focus on toefl listening comprehension and its difficulties. but there are differences between those previous studies and this study is the objective. previous studies above focus on the question items related to listening comprehensions such as the pronunciation of the native speaker, the idea of the speaker, idiomatic language, coherent marker, literal meaning, important details, double negative expressions, passive form, attention, keywords, time, and emphasis as issues. it shows only in tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│99 the external factor. while this research focuses on the difficulties in doing the toefl listening test based on internal and external factors related to it. based on the explanation above, the researcher is interested to research the toefl prediction test of reading comprehension. finally, the researcher takes the title “the students’ opinion toward toefl prediction test of reading comprehension skill”. the researcher formulates the objective of this study is to know the students’ difficulty in doing the toefl prediction test of listening comprehension skill in itb aas indonesia. theoretical framework in toefl, the listening comprehension section is to measure the skill to understand spoken english. it contains listening passages and questions about each passage (gear & gear, 2002, p. 73). listening questions are divided into 3 parts, namely part a, part b, and part c. part a consists of 30 short conversations between two people, each of which will end with one question that you must answer in the correct answer choices (a, b, c, d). this part of part a consists of 30 questions. part b consists of two longer conversations between two people and each conversation is followed by several questions. generally, the part in part b consists of seven to eight questions. in part, c consists of 3 long speeches (talks) and only involves one person (monologue). and each speech will be followed by a few questions. generally for part c, this consists of seven to eleven questions. in each of these sections, there will be directions or directions for working on the questions that will be read out by native speakers in audio. the words spoken by native speakers in this direction are almost the same in every toefl test. so, it's good if we already know and are familiar with the direction before taking the toefl test so that when the direction is being read, we can use this opportunity to read as many answer choices as possible and guess about what questions for the answer choices. in this section or session, our listening skills will be thoroughly tested. this section is used to test the test participant's ability to listen to a speech or spoken language in english. the participants are expected to be able to listen to every conversation well that comes from a tape recorder or other media. listening comprehension on the toefl test is always a frightening specter for test-takers, not infrequently many participants fail to pass the test in this session. the time to answer each question in the listening comprehension is very short. we only have no 100 |english franca, vol. 5, no. 1, 2021 more than 8 seconds per problem. for listening questions, it is very important to read all the answer choices. research methodology this study used descriptive qualitative research. qualitative research is defined as a study that focuses on understanding in the naturalistic setting or everyday life, or of a certain phenomenon or person (neergaard & ulhøi, 2007, p. 383). they were studies that include the context in which the study's phenomenon is embedded. taylor et al. (2015, p. 8) stated that qualitative researchers developed concepts, ideas, thoughts, and understanding from patterns in the data rather than collecting data to analyze models, hypotheses, or theories. the method of collecting data in this study used a questionnaire. data collection techniques were the most important step in research because the main purpose of the research was to get the data. mcnabb (2004, p. 109) stated that a questionnaire could be used to gather information about a large number of respondents (populations) or small groups (samples). in this research, the respondents were fifth-semester students of itb aas indonesia. the researcher uses a closed question. it required the respondent to choose from several predetermined responses (andrew et al., 2011, p. 82). in this research, the researcher used media for sharing questionnaires by using google forms. google forms provided a simple interface to construct interactive forms that contain a variety of question types (multiple-choice, short answer, long answer, dropdown, etc. (talbert, 2017). here, the questions were in the form of multiple-choice with four answer options a, b, c, or d. in this study, the researcher used the technique of data analysis based on miles and huberman (1994) which is involving three steps: data reduction, data display, and conclusion drawing/verification. the results of questionnaire data processing were often presented in descriptive form. findings and discussion findings the objective of this study is to know the students’ difficulty in doing the toefl prediction test of listening comprehension skills. two factors cause the students are difficulty in doing toefl listening in both external and internal factors. below the findings of the research as follow: tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│101 table 1. external factor statement indicator yes sometimes no 1. the speaker's accent affects your toefl listening skill. 182 (75.5 %) 56 (23.2 %) 3 (1.2 %) 2. speakers’ speed affects your toefl listening skill. 183 (75.9 %) 52 (21.6 %) 6 (2.5 %) 3. speakers’ intonation/emphasis affects your toefl listening skill. 176 (73 %) 59 (24.5 %) 6 (2.5 %) 4. the speakers’ pause in pronouncing a sentence affects your toefl listening skill. 144 (59.8 %) 73 (70.3 %) 24 (10 %) 5. the choice of words (diction) and foreign terms conveyed by the speaker affects your toefl listening skill. 171 (71 %) 60 (24.9 %) 10 (4.1 %) 6. the sentence structure conveyed by the speaker is too complex so it affects your toefl listening skill. 132 (54.8 %) 95 (39.4 %) 14 (5.8 %) 7. audio interruption makes the audio sounds less/unclear when you are listening toefl. 132 (54.8 %) 72 (29.99 %) 37 (15.4 %) form the table above shows that several external factors caused difficulty in doing the toefl prediction test of listening comprehension. the first statement about “the speaker's accent affects your toefl listening skill". there are 182 students or 75.5 % who said 'yes, 56 students or 23.2 % said 'sometimes, and only 3 students or 1.2 % said 'no'. based on those answers, it shows that most students feel that the speaker's accent affects their toefl listening skill”. the second statement about “speakers’ speed affects your toefl listening skill". there are 183 students or 75.9 % who said 'yes, 52 students or 21.6 % said 'sometimes, and only 6 students or 2.5 % said 'no'. based on those answers, it shows that most students feel that the speakers’ speed affects their toefl listening skills. the third statement about “speakers’ intonation/emphasis affects your toefl listening skill”. there are 176 students or 73 % who said 'yes, 59 students or 24.5 % 102 |english franca, vol. 5, no. 1, 2021 said 'sometimes, and only 6 students or 2.5 % said 'no'. based on those answers, it shows that most students feel that the speakers’ intonation/emphasis affects their toefl listening skills. the fourth statement about “speakers’ pause in pronouncing a sentence affects your toefl listening skill". there are 144 students or 59.8 % who said 'yes' 73 students or 70.3 % said sometimes only 24 students or 10 % said 'no'. based on those answers, it shows that most students feel that the speakers’ pause in pronouncing a sentence affects their toefl listening skills. the fifth statement about "the choice of words (diction) and foreign terms conveyed by the speaker affects your toefl listening skill". there are 171 students or 71 % said yes, 60 students or 24.9 % said 'sometimes only 10 students or 4.1 % said 'no'. based on those answers, it shows that most students feel that the choice of words (diction) and foreign terms conveyed by the speaker affects their toefl listening skills. the sixth statement about “the sentence structure conveyed by the speaker is too complex then affects your toefl listening skill". there are 132 students or 54.8 % who said 'yes', 95 students, or 39.4 % said 'sometimes only 14 students or 5.8 % said 'no'. based on those answers, it shows that most students feel that the sentence structure conveyed by the speaker is too complex then affects their toefl listening skills. the seventh statement about "there is audio interruption so that the audio sounds less/unclear in listening toefl." there are 132 students or 54.8 % said 'yes', 72 students or 29.8 % said 'sometimes', and 37 students or 15.4 % said 'no'. based on those answers, it shows that most students feel that audio interruption makes the audio sounds less/unclear in listening toefl". table 2. internal factor (1) statement indicator yes no 1. having previous experience doing toefl test before 86 (35.7 %) 155 (64.3 %) 2. lack of practice in listening to toefl 100 (41. 5 %) 141 (58.5 %) 3. limited time in doing toefl listening test 190 (78.8 %) 51 (21.2 %) tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│103 form the table above shows that some internal factors caused difficulty in doing the toefl prediction test of the listening section. the 1st statement about “have previous experience in doing toefl test before”. there are 86 students or 35.7 % who said ‘yes’ and 155 students or 64.3 % said ‘no’. based on those answers, it shows that most students do not have previous experience in listening to the toefl. the 2nd statement about “lack of practice in listening to toefl”. there are 100 students or 41.5 % who said ‘yes’ and 141 students or 58.5 % said ‘no’. based on those answers, it shows that most students do not lack practice in listening to toefl before. the 3rd statement about “limited time in doing toefl listening test”. there are 190 students or 78.8 % who said ‘yes’ and 51 students or 21.2 % said ‘no’. based on those answers, it shows that most students have limited time in doing the toefl listening test. table 3. internal factor (2) statement indicator many enough less 4. a lot of listening questions which consist of 50 questions 150 (62.2 %) 90 (37.3 %) 0 (0 %) the 4th statement about “a lot of listening questions which consist of 50 questions”. there are 150 students or 62.2 % who said ‘many’, 90 students or 37.3 % said ‘enough’, and 51 students or 21.2 % said ‘less’. based on those answers, it shows that most students feel that many listening questions because it consists of 50 questions. table 4. internal factor (3) statement indicator yes sometimes no 5. have hearing impairment in listening to toefl 45 (18.7 %) 31 (12.9 %) 162 (76.2 %) 6. have memory limitations when listening to the toefl 123 (51 %) 87 (36.1 %) 31 (12.9 %) 7. lack of motivation and enthusiasm when listening to 51 (21.2 %) 116 (48.1 %) 74 (30.7 %) 104 |english franca, vol. 5, no. 1, 2021 the toefl 8. lack of concentration/focus when listening to toefl 82 (34 %) 127 (52.7 %) 32 (13.3 %) 9. have limited mastery of foreign / unfamiliar vocabulary when listening 129 (53.5 %) 103 (42.7 %) 9 (3.7 %) 10. the appearance of boredom when listening to toefl 100 (41.5 %) 114 (47.3 5) 27 (11.2 %) 11. easily distracted by sounds or other things when listening to toefl 135 (56 %) 89 (36.9 %) 17 (7.1 %) 12. tend to interpret any foreign vocabulary when listening to toefl 123 (51 %) 105 (43.6 %) 13 (5.4 %) 13. have trouble catching or finding keywords when listening to toefl 108 (44.8 %) 127 (52.7 %) 6 (2.5 %) 14. busy alone with other activities when listening to toefl, for example playing writing instruments, taking notes, or doing other things. 38 (15.8 %) 107 (44.4 %) 96 (39.8 %) the 5th statement about “have hearing impairment in listening to toefl”. there are 45 students or 18.7 % who said ‘yes’, 31 students or 12.9 % said ‘sometimes’ and 162 students or 76.2 % said ‘no’. based on those answers, it shows that most students do not have hearing impairment in listening to toefl. the 6th statement about “have memory limitations when listening to toefl”. there are 123 students or 51 % who said ‘yes’, 87 students or 36.1 % said ‘sometimes’ and 31 students or 12.9 % said ‘no’. based on those answers, it shows that most students feel that they have memory limitations when listening to toefl. the 7th statement about “lack of motivation and enthusiasm when listening to toefl”. there are 51 students or 21.2 % who said ‘yes’, 116 students, or 48.1 % said ‘sometimes’ and 74 students, or 30.7 % said ‘no’. based on those answers, it shows that most students sometimes feel a lack of motivation and enthusiasm when listening to toefl. the 8th statement about “lack of concentration or focus when listening to toefl”. there are 82 students or 34 % who said ‘yes’, 127 tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│105 students or 52.7 % said ‘sometimes’ and 32 students or 13.3 % said ‘no’. based on those answers, it shows that most students sometimes feel a lack of concentration or focus when listening to toefl. the 9th statement about “have a limited mastery of foreign or unfamiliar vocabulary when listening to toefl”. there are 129 students or 53.5 % who said ‘yes’, 103 students or 42.7 % said ‘sometimes’ and 9 students or 3.7 % said ‘no’. based on those answers, it shows that most students feel to have limited mastery of foreign or unfamiliar vocabulary when listening to toefl. the 10th statement about “the appearance of boredom when listening to toefl”. there are 100 students or 41.5 % who said ‘yes’, 114 students or 47.3 % said ‘sometimes’ and 27 students or 11.2 % said ‘no’. based on those answers, it shows that most students have boredom when listening to toefl. the 11th statement about “easily distracted by sounds or other things when listening to toefl”. there are 135 students or 56 % who said ‘yes’, 89 students or 36.9 % said ‘sometimes’ and 17 students or 7.1 % said ‘no’. based on those answers, it shows that most students feel that they are easily distracted by sounds or other things when listening to toefl”. the 12th statement about “tend to interpret any foreign vocabulary when listening to toefl”. there are 123 students or 51 % who said ‘yes’, 105 students or 43.6 % said ‘sometimes’ and 13 students or 5.4 % said ‘no’. based on those answers, it shows that most students tend to interpret any foreign vocabulary when listening to toefl. the 13th statement about “have trouble catching or finding keywords when listening to toefl”. there are 108 students or 44.8 % who said ‘yes’, 127 students, or 52.7 % said ‘sometimes’ and only 6 students, or 2.5 % said ‘no’. based on those answers, it shows that most students sometimes have trouble catching or finding keywords when listening to toefl. the 14th statement about “busy alone with other activities when listening to toefl, for example playing writing instruments, taking notes or doing other things”. there are 38 students or 15.8 % who said ‘yes’, 107 students or 44.4 % said ‘sometimes’ and 96 students or 39.8 % said ‘no’. based on those answers, it shows that most students sometimes busy along with other activities when listening to toefl, for example playing writing instruments, taking notes, or doing other things. discussion the first session of the toefl test is a listening comprehension test (listening comprehension). this listening session generally consists of 50 questions. the students/learners will hear the recording in english 106 |english franca, vol. 5, no. 1, 2021 and we have to respond or answer questions related to the recording. the students/learners have to listen to the recording as much as possible because the students/learners will only hear the recording once and the recorded material is not written in the test book. there are three sessions in this listening test: part a which consists of 30 short conversations, each conversation is followed by several questions, part b which consists of 2 long conversations followed by several questions, and part c which consists of 3 talks/lectures (like a lecturer explaining a certain topic). in the toefl test, the students/learners will meet several question sessions. one of them is a listening session. in this session, the students/learners will hear english native speakers talk, have dialogues, or even listen to short speeches or short speeches. after listening to the audio, we must answer the questions related to the audio earlier. in dealing with this listening question, several strategies are needed in doing the listening test. the listening comprehension section aims to test the skill to understand spoken language. however, to be able to understand the spoken language, besides having to get used to listening to spoken english, we must have a knowledge of the structure of adequate english (grammar). all sentences in this section use a grammatically correct sentence (correct according to grammar) and usually in the form of a complete sentence (purnaning et al., 2014, p. 10). all these sentences are pronounced in conversational english. listening is the most difficult part of the toefl test for most people. for many people listen is the most difficult language skill (sudarmono, 2018, p. 35). according to marwan (2020), students experience three categories of difficulties: those related to the subject, those related to the listener, and those related to the physical environment. for the structure section and reading we can anticipate by understanding grammar material and master a lot of basic vocabulary, then practice the toefl test. difficulty in doing toefl listening questions is a fairly complex activity, meaning that there are many aspects and many factors that influence it. these factors are interrelated, in other words, that reading difficulty is influenced by one another. students need to implement more strategies, and teachers or educators are recommended to inspire them and develop their awareness to use more strategies when taking a toefl (razmalia & gani, 2017). two factors cause the students are difficulty in doing toefl listening in both external and internal factors. in external factors, they are: 1) the speaker's accent affects your toefl listening skill. 2) tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│107 speakers’ speed affects your toefl listening skill. 3) speakers’ intonation/emphasis affects your toefl listening skill. 4) the speakers’ pause in pronouncing a sentence affects your toefl listening skill. 5) the choice of words (diction) and foreign terms conveyed by the speaker affects your toefl listening skill. 6) the sentence structure conveyed by the speaker is too complex so it affects the toefl listening skill. 7) audio interruption makes the audio sounds less/unclear when listening toefl. in internal factors, they are: 1) do not have previous experience doing toefl test before. 2) have a lack of practice in listening to toefl. 3) have limited time in doing the toefl listening test. 4) a lot of listening questions which consist of 50 questions. 5) have hearing impairment in listening to toefl. 6) have memory limitations when listening to toefl. 7) lack of motivation and enthusiasm when listening to toefl. 8) lack of concentration or focus when listening to toefl. 9) have limited mastery of foreign or unfamiliar vocabulary when listening. 10) the appearance of boredom when listening to toefl. 11) easily distracted by sounds or other things when listening to toefl. 12) tend to translate any foreign vocabulary when listening to toefl. 13) have trouble catching or finding keywords when listening to toefl. 14) busy alone with other activities when listening to toefl, for example playing writing instruments, taking notes, or doing other things. there are a variety of instructor techniques for teaching toefl listening preparation (khobir & qonaatun, 2020). first, teacher strategies will help students become more confident speakers and listeners. second, instructor tactics will help students feel more at ease when taking the toefl test. third, the student's ability to understand native speakers can be improved by listening to them often. fourth, the student should take a more involved role in taking the toefl. finally, the student understands how to answer type questions on the toefl, especially in the listening section of the strategies. conclusion toefl listening section is arguably a little more difficult than the other section. it is not surprising that many people find it difficult to improve their english listening skills. unlike the other toefl sections, listening skills cannot be improved in just a short time. it takes stages and processes that are gradual until someone can sort out the words that are heard well. listening is the most difficult part of the toefl test in most people’s view. for the structure section and reading, the students/learners can anticipate by understanding grammar material 108 |english franca, vol. 5, no. 1, 2021 and master a lot of basic vocabulary, then practice a lot do the toefl standard questions. difficulty in doing toefl listening questions is a fairly complex activity, meaning that there are many aspects and many factors that influence it both external or internal. internal factors include the listener's physical condition and the listener's psychological condition. the physical condition of a listener is an important factor that determines the success and quality of listening. these factors are interrelated, in other words, that reading difficulty is influenced by one another. external factors include environmental conditions (physical environment and social environment). environmental factors have a big influence on the success of the listening process. environmental factors in the form of the physical environment and social environment. as good listeners, the students/learners should know and understand what factors influence the listening process and try to minimize them, so that listening can run smoothly and optimally. 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(2017). an analysis of the difficulties encountered by nonenglish department students in toefl test of listening section (a case study at arabic education department iain smh banten) [diploma, uin sultan maulana hasanudin banten]. http://repository.uinbanten.ac.id/649/ pujiana, m. (2015). students’ difficulties and strategies in doing listening section on toefl-like test: a case study at the eighth semester students of fkip mataram university [skripsi, universitas mataram]. http://eprints.unram.ac.id/2523/ purnaning, e. r., ayuningtyas, a. k., kridaningtyas, i., & hudha, n. (2014). upgrade toefl score: rahasia melejitkan skor toefl. cmedia. https://doi.org/10.24071/llt.v24i1.2595 110 |english franca, vol. 5, no. 1, 2021 purwaningsih, y. s. (2016). toefl asyik: (chapter 1: listening comprehension). indonesiatera. putlack, m. a., poirier, s., & tolochko, m. (2020). decoding the toefl® ibt actual test listening 2 (new toefl edition). darakwon. rahmah, 140203061. (2019). the students’ problems in listening comprehension of toefl test [skripsi, fakultas tarbiyah dan keguruan uin ar-raniry banda aceh]. http://library.arraniry.ac.id/ rahmi, f. a., kasim, u., & aziz, z. a. (2020). investigating medical students’ difficulties in toefl listening test. 16. razmalia, a., & gani, s. a. (2017). students’ strategies in taking toefl listening test. research in english and education journal, 2(4), 1– 9. http://jim.unsyiah.ac.id/read/article/view/7172 setiawan, a. (2013). a study on difficulties of listening comprehension of toefl at state islamic college of jurai siwo metro [undergraduate, iain metro]. https://repository.metrouniv.ac.id/id/eprint/3052/ soali, m., & pujiani, t. (2020). an error analysis of nonenglish students department in answering listening section in toefl. j-lee journal of law, english, and economics, 2(01), 21–39. https://doi.org/10.35960/j-lee.v2i01.593 stirling, b. (2017). toefl strategies: a complete guide to the ibt. nova press. sudarmono, e. (2018). toefl best preparation. bintang wahyu. talbert, r. (2017). flipped learning: a guide for higher education faculty. stylus publishing, llc. taylor, s. j., bogdan, r., & devault, m. (2015). introduction to qualitative research methods: a guidebook and resource. john wiley & sons. yuliandani, r. p., ikhsanudin, & sumarni. (2014). analyzing students’ toefl listening comprehension test performance. jurnal pendidikan dan pembelajaran khatulistiwa, 3(10), article 10. https://jurnal.untan.ac.id/index.php/jpdpb/article/view/7275 english franca : academic journal of english language and education vol. 2, no. 1, 2018, stain curup p-issn 2580-3670, e-issn 2580-3689 teachers’ guideline in designing english materials based on curriculum 2013 sarwo edy, m.pd. state college for islamic studies (stain) curup edywong59@yahoo.com uci sherly rimadanti state college for islamic studies (stain) curup pesekkece.pk@gmail.com abstract the objectives of this research were indentifying the guidelines used by the teachers and describing how the teachers implemented the guidelines in designing english materials based on curriculum 2013. the researcher chose descriptive study as the kind of research and presented the results in qualitative way. there were five teachers from various senior high schools who had participated as the subjects of the research. the researcher used document analysis and interview to collect the data. document analysis was used to analyze what the guidelines used by the teachers in designing english materials were. then, interview was used to collect the detailed qualitative data expressed in the respondents’ own words in order to describe the implementation of guidelines by the teachers in designing english materials. the results of this research, based on howard and major’s theory, showed that the teachers used thirteen guidelines in designing english materials. next, the teachers implemented the guidelines by using syllabus as guidance, and the materials were designed based on students’ experiences, realities and ages. based on the results of this research, the researcher suggested the teachers to pay more attention to the guidelines provided, because it is important to make the materials designed by the teacher suitable with the standards in syllabus and students’ needs. keyword: guidelines, designing materials, 2013 curriculum introduction the teacher designed the materials based on the topics in syllabus, and the materials provided in some versions like power point mailto:edywong59@yahoo.com mailto:pesekkece.pk@gmail.com 74 | english franca, vol. 2, no. 1, 2018 slide, video and audio. for example, the teacher designs the materials about narrative text, so the teacher shows the video that talks about legend, fairy tales or fable to make students guess what the topic is and the teacher also puts the explanation of narrative text in power point slide. so, the teacher, as someone who designs the materials and controls the class, needs to consider some aspects and strategies to explain those materials in learning process. according to howard and major (2015), the form of teaching material is an important part of english teaching programs. from textbooks, videotapes and pictures to the internet, teachers rely heavily on a diverse range of materials to support their teaching and their students’ learning. however, despite the current rich array of english language teaching materials commercially available, many teachers continue to produce their own materials for classroom use. based on a pilot study done by the researcher, there were some schools which applied curriculum 2013 and their english teachers also design their own materials. those are sman 1, 2, 4 rejang lebong and sma xaverius. english teachers in those schools think that will not be interesting in this modern era if they just follow and use materials in a book or worksheet, so they combine the teaching materials from books and worksheets with the materials from internet, such as videos and additional exercises to make the students interested and easy to understand the materials and do the exercise but in applying the design of materials, some teachers actually ignore the important part in designing material guidelines. it becomes important part since 2013 has its own character. this kind of curriculum gives fully authorization to create the material. moreover, as teachers, we need a guideline to help us in designing the material. based on the phenomenon above, the researcher decided to conduct this thesis entitled by “teachers’ guidelines in designing english materials in curriculum 2013”. literature review curriculum 2013 curriculum 2013 completes the previous curriculum (ktsp), whereas there are some aspects changed in this curriculum such as assessment, lesson plan, all of the criteria involved in 2013 curriculum must be influenced students’ characters. there are some characteristics of curriculum 2013, those are developing the balance between the spiritual and social attitude, the curriousity, creativity, and teamwork with the intelectual and psicomotoric skill. school is a part of society uci sherly rimadanti & sarwo edy: teachers’ guidelines in designing english materials in curriculum 2013|75 that gives student experiences, where the students apply what they learn in school and utilizing the citizen as a resource of study. developing attitude, knowledge and skill and also applying it in various situations in school and citizen. giving much times to develope varied attitude, knowledge and skill. the role of teachers in curriculum 2013 according to michael in his book, process and experience in the language classroom, that was re-written in denny setyaningrum’s research, he gave his arguments concerning some of the teacher’s roles in classroom namely : 1. the teacher as a coordinator and facilitator. 2. the teacher as a manager and organizer 3. the teacher as an instructor 4. the teacher as an investigator and researcher guidelines in designing english materials guidelines is a piece of advice on how to act in a given situation (bahadur, 2014). guidelines is a guide to make something based on the steps and theory. the guide aims to make something becomes more complete and correct in accordance with the steps and existing theories so as to reach a valid level of truth. the guidelines that follow may act as a useful framework for teachers as they navigate the range of factors and variables to develop materials for their own teaching situations. howard and major (2015: p.104-107) states, there are ten guidelines which teachers can use for designing effective english materials as follows: 1. english language teaching materials should be contextualized. 2. materials should stimulate interaction and be generative in terms of language. 3. english language teaching materials should encourage learners to develop learning skills and strategies. 4. english language teaching materials should allow for a focus on form as well as function. 5. english language teaching materials should offer opportunities for integrated language use. 6. english language teaching materials should be authentic. 7. english language teaching materials should link to each other to develop a progression of skills, understanding and language items. 8. english language teaching materials should be attractive. 76 | english franca, vol. 2, no. 1, 2018 9. english language teaching materials should have appropriate instructions. 10. english language teaching materials should be flexible. research methodology in this research, the researcher used descriptive qualitative. according to hancock (1998:p2), qualitative research is concerned with developing explanation of social phenomena. it describes social phenomena as they occur naturally. it means the researcher presented this research based on the real data which were found in field, without any additions or assumptions. the real data in this case means the data obtained from the results of checklist and interview which described clearly without any additional words or opinions of the researcher. this research was undertaken at sma n 1, 2, 4 rejang lebong and xaverius curup. the participant of this research were consisted of five english teachers from those schools. in addition, this research were used document analysis and interview as the technique of collecting the data. while, researcher used checklist and interview guidance as instrument of the research to know what the guidelines are used and how does the teacher implement the guidelines and in this research, researcher used semi structure interview. findings and discussions findings the guidelines used by english teachers in designing english materials table 1. the used and unused guidelines by teacher a, b, c, d, e no the used guidelines the unused guidelines 1. the materials contextualized to the curriculum. the materials authenticity in terms of the texts presented to learners. 2. the materials contextualized to the experience, realities and first language of the learners. the materials be good to look at. 3. the materials contextualized to topics and themes that provide meaningful, purposeful uses for the materials need to be used more than once or if there are to be used by many different uci sherly rimadanti & sarwo edy: teachers’ guidelines in designing english materials in curriculum 2013|77 target language. students. 4. the materials stimulate interaction and be generative in terms of language. 5. the materials encourage learners to develop learning skills and strategies. 6. the materials are developed which allow absolutely no scope for a focus on language form. 7. the materials should offer opportunities for integrated language use. 8. the materials authenticity in terms of the task which students are required to perform with them. 9. the materials link to each other to develop a progression of skills, understanding and language items. 10. the materials should also be attractive in terms of their ‘usability’. 11. the materials have ability to be reproduced. 12. the materials have appropriate instructions. 13. the materials be flexible. in conclusion, the tables above provided the answers for the first question of this research as already stated on the third chapter, “what are the teachers’ guidelines in designing english materials in curriculum 2013?” there were five teachers chosen as the subjects by researcher. there were thirteen guidelines used by the teachers and the other three were left unused. the 78 | english franca, vol. 2, no. 1, 2018 complete data could be seen in appendix 3 to 7 in form of the results gotten by checklist. the guidelines used by the teacher means there were compatibilities between the materials and the checklist consisted of the characteristics of guidelines. in contrast, the unused guidelines obtained when the materials designed by the teachers were unsuitable with the criteria of guidelines nor there was an aspect of the guidelines which were not used by the teacher. the implementation of guidelines by the teachers in designing english materials table 2. the implementation of guidelines by teacher a, b, c, d, e no guidelines implementation 1. the materials contextualized to the curriculum.  the teachers looked at the syllabus in curriculum 2013. 2. the materials contextualized to the experience, realities and first language of the learners.  the teachers designed the materials which were suitable with the students’ needs, environments, experiences, ages, realities and situations. 3. the materials contextualized to topics and themes that provide meaningful, purposeful uses for target language.  the teachers analyzed the ability of students.  the teachers designed the materials which were connected to the real word.  the teachers provided a funny learning process, not monotonous. 4. the materials stimulate interaction and be generative in terms of language.  the teachers designed materials which were suitable to the level of learners and their characters.  the teachers displayed picture or video.  the teachers gave students the opportunity to ask and answer. uci sherly rimadanti & sarwo edy: teachers’ guidelines in designing english materials in curriculum 2013|79 5. the materials encourage learners to develop learning skills and strategies.  the teachers developed the materials referred to the students as the center.  the teachers used some varied strategies such as group discussions, jigsaw, role plays, etc. 6. the materials are developed which allow absolutely no scope for a focus on language form.  the teachers focused on curriculum and syllabus as the guides in designing materials.  the teachers used power point in explaining the materials. 7. the materials should offer opportunities for integrated language use.  the teachers explained the materials in english and bahasa indonesia.  the teachers asked the students to use english more often than bahasa indonesia.  the teachers assigned group tasks to the learners.  the teachers asked the students to do role play. 8. the materials authenticity in terms of the task which students are required to perform with them.  the teachers gave task as a material developer.  the teachers used the materials and exercises from internet.  the materials designed were enabling learners to think critically. 9. the materials link to each other to develop a progression of skills, understanding and language items.  the teachers made a lesson plan.  the teachers gave students the tasks that have been learned.  the teachers designed the materials that could make 80 | english franca, vol. 2, no. 1, 2018 learners develop more than one of their abilities simultaneously. 10. the materials should also be attractive in terms of their ‘usability’.  the teachers designed the materials according to the concept.  the teachers selected learning and teaching materials.  the teachers designed the materials which provided keywords that were easy to remember and understand by the learners. 11. the materials have ability to be reproduced.  the teachers designed the materials by following the curriculum, and students’ skills and needs.  the teachers changed the appearance and added the content of the materials in power point slides. 12. the materials have appropriate instructions.  the teachers used the instructions in accordance with the operational verbs that were already exist in the syllabus.  the teachers gave instructions by using the clear and easy to understand imperative sentences. 13. the materials be flexible.  the teachers designed the materials constantly rotating condition of place and time.  the teachers designed the materials which were able to attract students to learn.  the teachers designed the uci sherly rimadanti & sarwo edy: teachers’ guidelines in designing english materials in curriculum 2013|81 materials that could make learners develop the skills they have. the teachers implemented the guidelines by using curriculum and syllabus as the guides. then, designed the materials which were suitable with students’ needs, environments, real world, situations, conditions, and ages. the teachers also used different methods and techniques in teaching their students, depended on students’ abilities in understanding the materials, such as question and answer, jigsaw, role play, group discussion, etc. nowadays, by the existence of modern technology, the teachers also used projector and laptop in explaining the materials and also showed the picture or video which were related to the materials. the teachers explained the materials by combining two languages, english and bahasa indonesia, the aim was to make the students easy to understand. but, the teachers also asked them to use english more often than bahasa indonesia, because it could make the students use english fluently. the materials designed were also based on time, phenomenon and students’ conditions. the teachers should encourage the students to develop their skills by using some learning materials. therefore, the teachers should pay more attention in selecting learning and teaching materials. the materials should be better and flexible so that the teacher needed to analyze the students, conditions, abilities, and the phenomenon happened in the first place before designing the materials. conclusion based on finding and discussion in the previous part, the researcher finally concluded that based on howard and major who provided the theory about guidelines in designing english materials and after the researcher concluded, there were guidelines which were used and unused by the teachers. there were thirteen guidelines used by the teachers, such as: materials contextualised to the curriculum, experience, realities and first language of learners, materials also contextualised to the topics and themes that provide meaningful, purposes uses for target language. the materials stimulate interaction and generative in terms of language, materials encourage learners to develop learning skills and strategies, allow for a focus on forms as well as function, offer opportunities for integrated language use, authentic in terms of the task to learners, usability and have ability to be reproduced. materials appropriate with the instructions that are 82 | english franca, vol. 2, no. 1, 2018 provided for other teachers who may use the materials and be flexible. whereas, there were three guidelines which were unused by the teachers, such as: materials authenticity in terms of the texts presented to learners, materials be good to look at and materials need to be used more than once or if there are to be used by many different students. the teachers implemented the guidelines by using a syllabus as a guide. so, all the materials designed must be related to the syllabus and lesson plan. and then, the teachers designed and developed the materials based on students’ experiences, realities, environments, and needs. the materials which were designed should encourage the students to develop their skills too. the materials also provided good appearance and function for the others. references bahadur, parinta. difference between guideline, procedure, standard and policy. published on june 2014 hancock, beverley. 1998. an introduction to qualitative research. nottingham: trent focus. hancock, beverley. 1998. trent focus for research and development in primary health care: an introduction to qualitative research. nottingham: trent focus. howard, jocelyn and jae major. 2015. guidelines for designing effective english language teaching materials. peraturan menteri pendidikan dan kebudayaan republik indonesia. uno, hamzah. 2007. profesi kependidikan. jakarta: pt bumi aksara. uno, hamzah. 2009. model pembelajaran cetakan kelima. jakarta: pt bumi aksara. englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: : http://dx.doi.org/10.29240/ef.v5i1.2580, page 17-36 boosting english students’ writing skill via roundtable strategy kasmaini university of bengkulu kasmainiunib@gmail.com abstract the purpose of this study is to use a roundtable technique to improve the writing capacity of s1 english education studies students at fkip unib. this study's architecture is based on classroom action studies. it was completed in three cycles. the instruments are a checklist, an observation, and a measure. the results of the checklist revealed that there was an improvement in student activity from cycles 1, 2, and 3. meanwhile, the observation outcome represented an increase in students' awareness of the roundtable strategy's application from the first to third period. finally, the test result indicated an improvement in score from cycle 1 to cycle 3 name from 75, 79, and 83.5. the results of the three instruments indicate that the roundtable approach will increase the writing capacity of english education research programme students. this strategy can be used in teaching writing for students. keywords : boosting english, writing ability, roundtable strategy introduction the success of learning can be measured by looking at there are two items to consider: the mechanism and the results. the final scores of students reveal the academic results. for example, a student's writing ability for the following semester is determined by their previous grade. meanwhile, the expectation for university students to become good mailto:kasmainiunib@gmail.com 18 |english franca, vol. 5, no. 1, 2021 writers is quite great. if they do not have adequate writing skills, they may confront a number of issues in their university course (sanjaya et al, 2020). writing is one of the skills that english education bachelor students of fkip unib must learn. this subject is gradual. students who take this genre writing must pass basic writing subject in semester 2. regarding the researcher examines the writing capacity of thirdsemester students in english education study program at university bengkulu who takes genre writing on a low level. the researcher who taught this subject, analyze the students' writing in text form, and found many error mistakes. the error mistakes are improper grammar placement, for instance, narrative text which is commonly in past tenses form is written in present tense, and word choice error, for instance, students use verb 2 where it should be verb 1. besides that, the error also occurs in inappropriate words. adapted from the text written by students for genre writing found that the text is not coherent. there is more than one main idea in a paragraph. it is because they are not familiar with using a transition signal. through the interview, it was found that they face difficulty in determining the topic to be written about. due to the difficulties above, they are less interested to write in english. in other words, quantitatively, students writing scores ranged from about 60 to 70. some people even got 55. related to writing difficulty, it is not only faced by english education students of fkip unib, where english is an international language with a different trend and rhetoric than indonesian, but still faced by students in english countries as a second and first language. according to richard and renandya (2002), the most difficult ability for second language learners to master is printing. it follows that writing is the most challenging skill for english education students at fkip unib to master as foreign language learners. furthermore, zheng in yan (2005) said that in the course of teaching and learning writing, efl teachers and students face some challenges. as a result, teachers experience writing difficulties during the writing learning period. emilia (2005) claimed that teaching english writing in indonesia should be strengthened for less time and experience in writing coherent kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│19 text in different genres. considering the issues listed above, secondsemester students. classroom action analysis is required to be conducted on third-semester english education study programme students who take this genre writing subject. students are required to be able to write text in different genres using proper grammar and word choice, as well as a cohesive concept, in this topic. based on the syllabus outline and the issues encountered by students, the researcher believes that the roundtable solution is very suitable since this approach focuses on teaching writing or communicating in text styles, and it also has measures that will make it easier for students to gather their ideas. this phase transforms learning to write into a continuous process with scaffolding (temporary assistance) from the instructor, whose intensity decreases over time based on the student's success. the researcher suggests that the roundtable approach would be very useful in deciding the title to be written, how to write paragraphs for certain types of text, the proper syntax or sentence structure, and the use of terms for certain types of text. when they write, the researcher or lecturer will assist them if they encounter difficulties (scaffolding), and at the end of their writing practise, they will be given time to correct their writing by comparing what they have written with other paragraphs, whether similar or not, to determine the extent to which they can write correctly. this roundtable approach makes writing instruction less daunting for students. they will like writing and will not get bored writing the same ideas over and over. repetition will lead to writing excellence. perfect practise makes perfect. furthermore, students are not released on their own from the outset. they will be guided based on the level of difficulty they encounter. researchers may limit their assistance until they learn what to write in the proper structure. as a result, the researcher can determine the degree to which this method can develop students' grammar skills in writing various types of paragraphs and the extent to which this approach can improve students' grammar skills in writing various types of paragraphs it can be a boring classroom experience for students. one strategy that is suitable in teaching writing is roundtables. according to lou (2005), a roundtable is an activity that is useful for expressing opinions, writing, reviewing concepts, and learning vocabulary. that means that this strategy can help students to express 20 |english franca, vol. 5, no. 1, 2021 their ideas, write text, and review the outline of the text again. in this study, researchers used a roundtable strategy to express ideas in writing descriptive texts. the following are the steps that students must take: the cooperative round table learning method rests on small group work, with steps in which students are grouped into heterogeneous small groups and with different levels of ability. in completing tasks, members work together and help to complete tasks. in this learning method students discuss in groups about a theme and equalize perceptions, where each member of the group contributes his ideas according to the theme which is then compiled a conclusion based on the collaboration of ideas from each group member. learning is not finished if one of the friends has not mastered the learning material. based on the description above, the following problems can be formulated: how to implement a roundtable strategy to improve the writing skills of students in the third semester of the english education study program at the unib faculty of teacher training and education. this study's goals are as follows: to improve third-semester english education study program students' ability to compose different styles of texts (genre of texts), unib. especially in writing text in the form of recount which will help them in writing their thesis later. there are many things that must be considered in written form for example, proper vocabulary use, use of appropriate grammar, use of the right transition signals, coherent arrangement of ideas, and ways of developing good ideas. of all these components, researchers only focus on the use of appropriate grammar (tense or grammar) and the development of ideas with various types of written text. the results of this study are expected to be useful, as follows: 1. to improve specific writing skills in using tenses, appropriate grammar with the type of written text. each text has different linguistic features (grammar, tense) and generic structures. 2. this method is one of the alternative solutions for problem-solving in writing class. 3. this method can be used in other courses that require correct grammar such as speaking. teaching writing unlikes teaching reading or some other talent is not the same thing. writing ability has many characteristics, including accuracy, comprehension, concept organisation, and common kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│21 vocabulary. teaching literature, according to ur (2000), is about teaching students how to express themselves and communicate a message to the reader. it means that teaching writing stresses the students' writing, which can correctly convey their perspective to the reader. in other phrases, writing must be prudent and follow the correct rules in the correct order. one of the four abilities that any language student should have is the ability to write master likewise the students of bachelor degree in english education study program. in writing, there are many things that have to be considered such as the idea to be written, how to write, and the right rules. in english paragraph writing, the students have to understand two cultures, namely writing culture in their native language and english writing culture where those rhetorics are different. indonesian does not recognize changes in the word forms in english and time patterns in tenses. writing needs not only knowledge of the codes, but also knowledge of the history of the target language. writing is divided into phases based on the level of the topic being studied. there are three levels of the english education undergraduate research programme: paragraph writing, essay writing, and genre writing. students are required to be able to write one or more paragraphs in different types of text, particularly in genre writing, a study class. there are several forms of text, including narrative text, recount, anecdote, exposition, argumentation, explanation, definition, among others. according to harmer (2008), as referenced by oktavianti (2020), there are four forms of writing: persuasive, descriptive, expository, and narrative. persuasive writing expresses the author's point of view and strives to persuade the reader. expository writing is written with the intention of informing or explaining a subject to the reader. descriptive writing is a sort of expository writing that uses imagery and particular information to build a picture for the reader. those forms have distinct characteristics. the descriptive text, for example, serves a social purpose by describing objects, objects, and locations, while the generic constructs describe phenomena and sections, the depicted quality, and the depicted characteristics. the most common tense is present tense. these traits do not extend to other types of books, such as narrative, which use the past tense. 22 |english franca, vol. 5, no. 1, 2021 genre is not a modern concept. this term is commonly used in everyday discussions, such as statehood speeches, music contests, and student-to-student conversations. since each genre has a diverse set of listeners, some examples reflect those genres ways in terms of distribution, material, and goals genre, in general, refers to a form of theme (paltridge, 2001). in other words, a genre is a certain category of text with a specific delivery style, a specific meaning, and a specific audience or reader. paltridge (2001) described approach in terms of the philosophy of language and language learning that underpins the particular approach or technique. as a result, the genre approach refers to a language teaching strategy that focuses on text styles. according to hyland (2004), one of the most significant and influential ideas of language education is the genre method. it suggests that the genre method is very useful in language teaching because it offers a basis for interpreting a communicative condition. it teaches students or language learners how to communicate effectively in writing. this suggests that, in this genre approach, students must relate their writing background in which they write and what they write. this meaning allows a text to be conveyed effectively in conversation with the readers. theoritical framework roundtable strategy picture 1. roundtable strategy kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│23 cooperative round table can also be a strategy used for the learning process where students will find it easier to comprehensively determine difficult concepts if they discuss them with other students. according to this definition, learning is an approach that includes small groups of students working together as a team to solve problems, complete a task, or accomplish a common goal. (asma, 2006:11). cooperative round table contains the meaning of working together to achieve common goals (hamid hasan and solihatin and raharja, 2008:4). in cooperative roundtable activities, students individually seek results that are beneficial to all members of their group. in line with this definition, slavin states that "cooperative roundtable are a learning method in which students learn and work in small groups cooperatively whose members consist of 2, 4 to 6 people. this cooperative round table learning model emphasizes providing students with expanded learning opportunities and a conducive environment in which to gain and grow valuable intelligence, behaviours, beliefs, and social skills students not only learn and consider what the teacher proposes in class as they use the cooperative round table model, but may benefit from other students' knowledge and have the ability to educate other students (solihatin and raharjo, 2008:2). cooperative round table learning is described by davidson and kroll as events that take place in the learning atmosphere of students in small groups who exchange thoughts and work collaboratively to solve problems in their assignments. (asma, 2006:11). cooperative round table because learning using cooperative round table method must include a structure of encouragement and cooperative tasks. so it allows the possibilities for open interaction and independence relationship among group members. (slavin, in solihatin and raharjo, 2008). this round table model was developed by spencer kagan. the cooperative round table learning model rests on small group work, with steps in which students are grouped into heterogeneous small groups and with different levels of ability. in completing tasks, members work together and help each other to complete tasks. in this learning method, students discuss in groups about a theme and equate their perceptions, where each member of the group contributes their ideas according to the theme which is then compiled a 24 |english franca, vol. 5, no. 1, 2021 conclusion based on the collaboration of ideas from each group member. learning is not finished if one of the members has not comprehended the learning material. from tracing previous studies, it was found that several researchers had conducted research related to this research study, including: first research title “the influence of roundtable technique and students’ intelligence on students’ writing skill(an experimental research on descriptive writing to the tenth grade students’ of sman 1 ngaglik sleman in academic year 2011/2012)” written by sri handayani (2012); (2012) the aim of this study was to see if implementing the roundtable strategy could improve students' descriptive text writing skills at sman negeri 1 ngaglik sleman. according to the findings of this study, the roundtable approach will help students develop their ability to write informative texts. the results of their writing demonstrate this improvement. students outperformed overt teaching by using the roundtable approach. the second research is the result of research from ratnawati (2009) entitled “the use of writing process in roundtable brainstorming cooperative learning in writing news item text”. she discovered a major change in students' writing grades before and after using the roundtable approach in her study. this is confirmed by the findings of the pre-test (59.02 percent) and post-test (76.44%). this result increased by 17.42% from the pre-test.so, the results of student progress using the roundtable strategy are very satisfying. the researcher chose to study the two studies because it can teach students to write a paragraph and also the objectives of the two studies are the same as the research that the researcher is currently doing, namely improving students' writing skills, while the difference is the location of the study and the type of text in ratnawati's research. research methodology this study is a two-cycle classroom action analysis project. each loop is made up of two sessions. each cycle is made up of four stages: preparation, execution, observation, and contemplation. the study was carried out during the third semester of english schooling.\ undergraduate students of fkip unib from july to december 2020. in this study, the genrewriting with 3rd semester students enrolled in the kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│25 2020/2021 academic year this study's student population totaled 40 individuals. the professor, as the mentor of the paragraph writing course, is the primary tool of this study. another instrument is the observation checklist sheet, and the test which is carried out at the end of each cycle. the indicator of the success of this study is the enhancement of students' writing abilities as shown by the outcomes of writing exams administered at the end of each period the following are the performance metrics in this study: 1. students may identify text styles (text types), such as recount and anecdote.. 2. students should create text with strong and accurate sentence structure. (80) 3. students should correctly position their word choices.\. (80) 4. students should arrange text coherently. (80) findings & discussion findings this study used three instruments. those are checklists, observations and tests. these are the results of the three instruments above. table 1. keaktifan mahasiswa siklus i siklus 2 siklus 3 12 27 40 tabel 2. pemahaman mahasiswa terhadap penerapan strategi round table no mengemukakan pendapat bertanya komentar siklus 1 5 orang 4 orang 3 orang 26 |english franca, vol. 5, no. 1, 2021 siklus 2 16 orang 5 orang 6 orang siklus 3 21 orang 12 orang 7 orang tabel 3. hasil tes menulis siklus 1, siklus 2 dan siklus 3 no nama nilai siklus 1 nilai siklus 2 nilai siklus 3 1 as 70 75 80 2 rt 73 80 85 3 ep 74 75 86 4 asg 78 80 90 5 bf 77 75 87 6 mc 79 70 80 7 mkd 70 80 85 8 hf 74 79 84 9 na 73 80 85 10 nd 77 78 89 11 if 77 78 85 12 ap 74 75 86 13 hal 75 77 80 14 rtf 78 85 90 15 asm 73 90 92 16 ks 78 89 90 17 rag 78 79 87 18 rag 77 79 86 19 lsf 71 76 80 20 fpr 77 82 85 21 anf 74 75 78 kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│27 22 jan 73 78 79 23 sa 75 75 78 24 nur 73 85 86 25 fas 78 85 86 26 taf 70 75 76 27 san 77 80 83 28 haa 75 77 79 29 fu 66 75 78 30 mka 76 78 80 31 ts 73 78 80 32 dat 75 77 78 33 sma 77 80 81 34 dsa 80 83 86 35 aap 78 80 83 36 ssa 76 78 84 37 mkp 78 80 83 38 ssn 70 75 83 39 kjf 79 86 87 40 ta 78 79 80 rata-rata 75 79 83.5 from tables 1, 2 and 3, it can be seen that the number of students has increased both in terms of activeness in implementing the roundtable strategy and the level of understanding and ability of students to these strategies. this happens with the changes that exist in each cycle. changes that occur due to reflection at the end of each cycle if, at the conclusion of each loop, the results of the three instruments above do not meet the criteria in the success indicators, the researcher makes some changes to the action steps or carries out activities. these changes are reflected in the following cycles in reflection. cycle 1, the 28 |english franca, vol. 5, no. 1, 2021 team discussed the results of direct observation and the results of the observation sheet checklisk as well as the work of students' writing to determine the magnitude of the first cycle's flaws and schedule corrective steps for the next cycle. the results of this cycle one show that there are 12 students who are active in this learning. this can be confirmed from the table that there were 5 students who expressed their opinion about this rondtable strategy. this activity indicates that there is student interest in this strategy. at the same time 4 students asked about this strategy. they feel that this is a strategy that can help them write down their ideas. on the same occasion there were also 3 students who commented on this strategy. from these comments it follows that they need to adopt this strategy. from the test results in cycle one, it can be seen that the student's average score is at 75. this illustrates that the mastery of this 3rd semester student in writing is still low. this means that not all students are able to develop writing with the correct sentence structure and the right choice of words. in general, they have not been able to write coherently. judging from the results of the three instruments above, the researcher and its members made changes such as telling students to stay in their groups but the number became 3 people. one person first discusses or corrects how the title matches with the content of the writing and the second discusses the suitability of sentence structure (grammatical features) and choice of words (choice of words). in cycle 2, the reflection from tables 1,2 and 3 shownthat an increase in the number of students who are interested and capable to write recount text properly. it can be shown that 27 students are active in learning through e-learning. this is illustrated by the presence of students who expressed their opinions were 16 people, 5 people who asked and 6 people who commented. if this compared to the test results at the end of cycle 2, it certainly shows an increase in the average score of students to 79 that initially got 75.it means that there are four points of improvement in students' writing skills. in this case, was not fulfilled the success criteria that have been designed by the researcher instead the average score of students in writing from three indicators above in the range of 80. then, the researcher and member of the researcher proceed to cycle 3.moreover, the changes will be carried out by providing another type of text which is similar to the recount text, namely anecdote. here, students are asked to compare the two types of kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│29 text in the group. the student will correct each other's writing. this is done to see the level of student understanding of the two types of texts and make them properly understand and mastering of text that they are going to write. in cycle 3, at the end of cycle 3thus, progress has been made that is closer to the success criteria that the researcher has compiled.in the tables 1 and 2 shown that all students are active in learning but who are active with the application of strategies for various activities, such as those expressing the opinions of 21 people, those who ask 12 people and those who comment on 7 people. if seen from two tables, all students are already interested and understand this roundtable strategy. the same thing happened to the written test results at the close of cycle 3 the average score written by english education study program third semester students is 83.5. it can be inferred that the students' abilities have met the performance criterion, and the roundtable approach has proved to be effective in improving the students' written abilities. discussion this three periods of classroom action testing is carried out. in addition, each loop has four steps: preparing, initiating, evaluating, and reflection. this study was carried out on third semester english education study program students enrolled in the genre writing course. there are 40 students involved as the subject of this research. this course is held every tuesday from 08.00 to 09.40 wib online (daring). furthermore, there are three instruments used in this research. from the results above of the observations, it is known that increase in student activity from the first, second, and third cycles. the activity is a form of being present and actively participating in class. in the first cycle, there were 12 students participating. the number consists of those who courageous to express opinions there are 5 people. it means that the student is interested in deepening the strategies applied by the researcher. these five people asked “why they had to use the roundtable strategy?”. “what are the benefits of implementing this strategy?”. meanwhile, there were 4 people who asked directly about the main gist of the topic that day in the first cycle. there were three classics who commented. from the activeness in the first cycle, it can be seen that the third semester students are interested in the genre writing course with the strategies applied and the learning topics on that day. 30 |english franca, vol. 5, no. 1, 2021 it is seen from the results of the activeness of this first cycle, in brief, that there will be an active class that involves many students for discussing, asking, and commenting. this activity will certainly result in increasing their understanding of the material being studied and there will be many correct sentences with the vocabulary words coherent from the third semester students. from the result observations in cycle 2, it can be seen that there is an increase of active student namely 27 people. there was an increase, namely 15 people from cycle i. the number consisted of students who expressed their opinions during group discussions in class, there were 16 people, asked 5 people and those who commented were 6 people. this number indicates an increasing interest in this course as an application of the roundtable strategy. in the third cycle there was also an increase in the number of active students, namely 40 students, consisting of 21 people who expressed their opinion, 12 people asked questions and 7 people commented. there has been a significant increase in activity in this cycle as a result of implementing a roundtable strategy. all of the above improvements have occurred as a result of implementing the correct measures of the roundtable strategy. in this case, davidson and kroll define cooperative round table learning as activities that occur in the classroom environment of students in small groups that exchange thoughts and collaborate to solve problems in their assignments (asma, 2006: 11). it means that by implementing this strategy students who were initially difficult to find ideas in writing and developing writing can be finished with this strategy. this strategy also helps students to overcome inaccurate use of sentence structures in writing. for example, they can do peer correction in a group that has been determined. in this group students are also asked to see the use of vocabulary in accordance with the context. this strategy also allows for open interaction and effective independency relationships among group members (slavin, in solihatin and raharjo, 2008). from the test results, it can be seen that there is a significant increase from cycles 1, 2 and 3. it can be seen from the average score at the end of each cycle. 75, 79 and 83.5 are the numbers for the increase. this illustrates that there is an increase in mastery of the use of grammar or sentence structure in writing in terms of using past tense sentences. the use of vocabulary in accordance with the context is also kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│31 getting better from cycle to cycle. it can be seen from the more coherence of the text written by the 3rd semester student of english education study program. the distribution of scores in cycle 1 can be seen from 66 to 80, but most of the students' scores are in the grades of 70 to 75. it shows that their ability is still low. they cannot use proper grammar and vocabulary that does not fit the context. the results of their essay are not yet coherent. from the distribution in cycle 2, it can be seen that the values ranging from 70 to 90. the score for 70 is only one person and so is the value for 90. the scores from 78 to 82 are in the most position. it shows that the level of student understanding of the written text is good. they are already good at using sentence structure and choice of the proper words. the text they wrote was coherent for several people. along with this, solihatin and raharjo (2008) stated that this cooperative round table learning model emphasizes providing students with expanded learning opportunities and a conducive environment in which to gain and grow intelligence, behaviours, beliefs, and valuable social skills. it means that this roundtable strategy creates a comfortable learning atmosphere for students. this comfort is what makes students think healthy and able to express their ideas in their writing. in line with this, according to lou (2005), a roundtable is an activity that is useful for expressing opinions, writing, reviewing concepts, and learning vocabulary. it means that this strategy can help students to express their ideas, write a text, and review the outline of the text. in this study, researchers used a roundtable strategy to express ideas in writing descriptive texts. as is well known, writing is indeed the most difficult skill among other skills in learning english. according to richard and renandya (2002), the most difficult ability for second language learners to master is printing. this means that writing is the most difficult ability for second language students to learn, including undergraduate students in english education fkip unib who are studying as foreign language students. furthermore, zheng and yan (2005) said that in the course of teaching and learning writing, efl teachers and students face certain challenges. as a result, the challenges of teaching are often felt by the teacher during the writing learning period. from the distribution of scores in cycle 3, it can be seen that a lot of improvement in the writing scores of this 3rd semester student. the 32 |english franca, vol. 5, no. 1, 2021 scores ranged from 78 to 92 but most of the students' scores were above 80. it can be seen from the average score in cycle 3 already fulfill the existing success criteria. from the three instruments above, it can be concluded that the roundtable strategy is able to improve the writing skills of the 3rd semester students of the english education study program language and arts department fkip unib. conclusions based on the findings of the preceding studies, it is possible to infer that the roundtable approach will boost the writing skills of thirdsemester english education study program students in several ways such as the ability to use proper sentence structure (grammar), use of appropriate vocabulary in the context so that it can produce the coherent writing. this strategy give the opportunities and conducive conditions for students to overcome their difficulties in writing such as finding ideas in writing and developing these ideas in the texts they wrote. this can be done because they can discuss in small groups that have been determined. it is recommended for lecturers who are capable in writing subjects to be able to use the roundtable strategy as an alternative strategy in teaching. this roundtable strategy can be used for all levels of learners such as children, teenagers and adults. references akhadiah, sabarti, dkk. (2004). pembinaan kemampuan menulis bahasa indonesia. jakarta: erlangga. alwasilah, a. chaedar dan senny suzanna alwasilah.(2005). pokoknya menulis (cara baru menulis dengan metode kolaborasi). bandung: pt kiblat buku utama. arikunto, s.(2006). prosedur penelitian; suatu pendekatan praktik. jakarta rineka cipta. brown, h. douglas. (2000). principles of language learning and teaching fourth edition.new york: longman. brown, h.d. (2004). language assessment: principles and classroom practices. new york: pearson education, inc. kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│33 burns, a (2010) . doing action research in english language teaching: a guide for practitioners. new york : routledge. chen,l., chen, t.l. & liu, h.k.j. 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(2021). the students’ strategies in developing their ideas in writing essay. jadila: journal of development and innovation in language and literature education, 1(4), 389-406. peraturan pemerintah republik indonesia no 19 (2005) tentang standar nasional pendidikan. jakarta. permendiknas no.53 (2015) tentang penilaian hasil belajar oleh pendidik dan satuan pendidikan pada pendidikan dasar dan menengah. jakarta. ratnawati. (2009). the use of writing process in roundtable brainstorming cooperative learning in writing news item text. semarang :skripsi semarang state university. rianto, milan (2007). pengelolaan kelas model pakem. jakarta : dirjen pmptk kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│35 sanjaya, h. k., apriani, e., & edy, s. (2020). using web blogs in teaching writing for efl students. journal of english education and teaching (jeet), 4(4), 516-535. saroni, muhammad. (2006). manajemen sekolah, kiat menjadi pendidik yang kompeten.yogyakarta : ar-ruzz. sudaryanto. (1993). metode dan aneka teknik analisis bahasa. yogyakarta : duta wacana university press. wardiman,artono.et. al. english in focus, for grade vii junior high school (smp/mts), (jakarta: pusat pembukuan, departemen pendidikan nasional, 2008). 36 |english franca, vol. 5, no. 1, 2021 english franca: academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.2613 strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level zelvia liska afriani iain bengkulu zelviaafriani20@gmail.com valisneria utami iain bengkulu valisneriautami@gmail.com abstract recently, the covid-19 pandemic has transformed teaching and learning into a virtual model, which demands teachers to find their best strategy. this study aims to analyze the strategies applied by teachers at the tertiary level in the time of covid-19. the researchers employed a descriptive research design conducted in one of the islamic universities at bengkulu. the subjects were two english as a foreign language (efl) teaching staff who taught speaking skills at the beginner level. the data was obtained through a semi-structured interview. the observation was also done during one semester, where the researchers took part in the online classrooms. after the data was collected, the researchers analyzed the data by following some steps: (1) data reduction, (2) data display, and (2) conclusion drawing/verification. the findings revealed that the english teachers used several teaching-speaking skills integrated with social media and mobile phone applications to be accessed easily. the strategies are lecturing, role-play, online group discussion, simulation, and drilling. they are blended with whatsapp group, google classroom, zoom, and instagram. even though the learning process can be managed in this pandemic, face-to-face learning is still favorable. keywords: strategies, speaking classroom, covid-19 mailto:zelviaafriani20@gmail.com mailto:valisneriautami@gmail.com 260 | english franca, vol. 5, no. 2, 2021 introduction the world is currently facing a pandemic caused by sars-cov-2 (coronavirus) and its infection called corona virus disease 2019 (covid-19). this viral infection was initially discovered in wuhan, china, in december 2019 and has spread rapidly to various parts of the world. based on the data reported by the covid-19 task force, dated january 31, 2021, it has been confirmed that the virus has infected 1.078.314 people in indonesia with a death rate of 29.998 people, and 873.221 people have successfully recovered (moerti, 2021). this pandemic is not only affecting the health sector but all aspects of life, including education from elementary to higher education level. consequently, the students are "forced" to study from home because face-to-face learning is assumed can prevent the transmission of covid-19. due to the condition above, the government of the republic of indonesia immediately issued government regulation (pp) no.2 of 2020 concerning large-scale social restrictions in the context of accelerating the management of covid-19 and presidential decree of the republic of indonesia no. 11 of 2020 concerning the determination of the 2020 corona virus disease public health emergency (covid-19). this regulation requires immediate adaptation, which makes students and teachers have to carry out the learning process online. according to king, richmond, young, and schrader (2001), "distance learning is improved capabilities in knowledge and/or behaviors as a result of mediated experiences that are constrained by time and/or distance such that the learner does not share the same situation with what is being learned." during the covid-19 epidemic, the online learning system, or e-learning, has favorably contributed to the continuation of the teaching and learning process (taufik, et. al, 2020). technical media, particularly technology, become the main inclusion in distance learning to bridge teachers and students in different places and times (saykılı, 2018; espino-d & fernandez-caminero, 2020; mishra et al., 2020). thus, teachers must have adeptness to integrate technology as an instrument to ease the learning activities in class. a teacher plays a learning agent and must have several competencies to create a good classroom atmosphere, either face-toface or online learning. government regulation no. 19 of 2005 mentions that the teacher must possess four competencies: pedagogical competence, professional competence, personality competence, and social competence. one of the important aspects is pedagogical competence. syahrial et al. (2019) explain that teachers' pedagogic competence focuses on the ability of how teachers design learning zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 261 materials, create learning media and discover teaching techniques including models, methods, and strategies. in this competence, one thing to emphasize is that the teacher can develop the students' maximum potential. it can be started from a teaching strategy. according to foshay (1975), a strategy is a general pattern of a series of activities that must be carried out to achieve specific goals. it is said to be a general pattern because a strategy, in essence, has not led to practical matters, is still in the form of a plan or a comprehensive picture. meanwhile, to achieve the goals, strategies are drawn up for specific goals. as proposed by wehrli and nyquist (2003) several teaching strategies can be implemented in the classroom, such as brainstorming, problem-solving, simulation, demonstration, games, large-group discussion, lecturing, role-play, direct-contact, and one-toone strategy. each of these strategies may assist students and teachers in achieving the learning goals, with the provision of it being applied properly and accurately. furthermore, the teacher's appropriate strategy will promote students' self-regulatory learning (kistner et al., 2015), especially in current conditions, where the students are asked to be autonomous learners at home. hence, she/he needs to plan, choose and determine the right teaching and learning strategy in this pandemic. the determination of the strategy used will determine how learning activities are carried out. it will also reveal which direction the learning process will lead. in this study, the researchers focused on investigating the teachers' teaching strategies, commonly known as lecturers at the tertiary level. effective strategies used by teachers in teaching speaking skills are essential for students to overcome their learning difficulties. those strategies can help them improve their fluency and accuracy. each teacher may use different strategies to improve the ability of students to speak. after practicing the strategies, the teacher can see how students understand the language and can benefit from understanding what makes them successful and unsuccessful, and set up a milieu in the classroom to implement successful strategies (brown, 2000). after all, the strategy applied must be relevant to their needs and interests, let alone in this pandemic, which asks the students and teachers do a virtual learning process. in the search for the best teaching-speaking strategy model used by english teachers in the time of covid-19 at the tertiary level, the researchers decided to analyze the 262 | english franca, vol. 5, no. 2, 2021 teaching-speaking strategies based on wehrli and nyquist's guidelines. this paper was intended to describe what strategies were used and analyze their implementation during one semester. theoretical framework strategies in teaching speaking speaking is one of the productive skills that must be mastered by efl students. this skill is very vital since the aim of learning a language is to be able to use it as a tool to communicate properly and accurately. speaking, being the initial expression of language has been positioned as a critically essential skill that should be taught with suitable methods. the objective of training speaking should be to improve communication efficiency (gusmuliana, et.al, 2020). the communication that occurs throughout the discussion must be communicative for the speaker and hearer to grasp what is being said. in daily conversation, which includes conversations that occur in the workplace, such as those between a client and a clerk, a buyer and a seller, a student and a teacher, and other types of discussion fields (syafryadin, et. al, 2020). in reality, the students still find a way to become proficient in speaking english because most of them argue that it is a difficult skill. the role of english teachers is critically needed in this situation, especially to discover appropriate strategies in the classroom. the implementation of suitable strategies in the class will hopefully assist the students to be able to speak english fluently. a teaching strategy can be described as a plan for delivering a lesson that includes teaching objectives and procedures for implementing the strategy. wehrli and nyquist (2003) list several speaking strategies that can be applied by the teachers. those are explained below: a. brainstorming the brainstorming method is a strategy of teaching used in group discussions to generate new ideas, thoughts, or ideas by bringing up a problem to students by the teacher, then students answer or express opinions or comments so that the problem develops into a new problem. it is normally done to direct learners to the materials that will be taught so that they have a basic understanding of what they will be learning. according (naser & almutairi, 2015), brainstorming improves teamwork and efficiency among students and develops creative problemsolving skills. it also enables students to produce as many ideas as possible in a short period. zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 263 b. problem-solving strategy problem-solving strategies are strategies that teach students how to get solutions to problems that arise. hence this strategy was initiated with an uneasiness of the problem (problem) that must be solved. problem strategy solving (problem-solving strategies) is not just a teaching strategy but also is a method of thinking because in problem-solving, other methods can be used, starting with looking for data to concluding. problem-solving learning can help students develop critical thinking skills while also improving their speaking fluency. a problem-solving strategy allows students to work together as a group to solve a problem that the teacher has posed. it also boosts students' motivation. learners are encouraged to practice speaking by using english to solve real-life problems, which will lead to them not only thinking critically, but also learning as a team with others (belecina., & ocampo, 2018) c. simulation simulation is a strategy given to students so that students can use a certain set of facts, concepts, and strategies. it provides opportunities for students to interact so that they can reduce fear. this strategy tends to be more dynamic in responding to physical and social symptoms because through this method it is as if students are doing things that are real. by simulating a case or problem, a person will more animate his existence. so it is appropriate to use it in teaching speaking skills as it can improve students’ oral fluency. in a simulation, learners take on the role of themselves in a specific situation, such as attending a business meeting or reserving a table in a cafeteria, among other things. vlachopoulos & makri (2017) identified several benefits of incorporating simulation into the classroom: it is enjoyable and motivating, it encourages reluctant learners to speak, and it provides a wider range of language as it is used in the real world. d. demonstration the demonstration is a very effective strategy to improve speaking skills because it helps students to find answers on their own based on facts or correct data. it presents lessons by demonstrating a particular process, situation, or object, either actual or just imitation. as a presentation method, a demonstration cannot be separated from verbal explanations by the teacher. even though in the demonstration process the role 264 | english franca, vol. 5, no. 2, 2021 of students is only paying attention, demonstrations can present more concrete learning materials. in the learning strategy, demonstrations can be used to support the success of expository and inquiry learning strategies. e. games games are a great way to keep students engaged in language learning, particularly when it comes to improving their speaking skills. this strategy is primarily inclusive in that it includes all students and can accommodate a variety of learning styles and personalities. hadi (2015) states that when a lesson involves a game, it allows the teacher to effectively assist learners in learning new forms and lexis. it should also provide praise and motivation to help students stay motivated in their studies. aside from all of this, keep in mind that games should be as short as possible because students typically only have a small amount of time to pay attention. f. discussion discussion is one of the teaching strategies that can be used in learner-centered learning situations. learners may express their thoughts and feelings while also listening to the perspectives of others by engaging in a broad group discussion. in this pandemic, the discussion runs online through wag or zoom meetings. gao (2014) states the emphasis of online conversation tends to stay on surface levels, such as exchanging or comparing content, rather than delving deeper into issues like negotiating definitions, synthesizing, or applying newly acquired knowledge. g. lecturing lecturing is a traditional teaching strategy that is often dismissed as antiquated. however, some teachers continue to use this method of instruction. a lecture is mainly a didactic presentation of knowledge to a wide number of people, often through the use of audiovisual aids. h. role-play role-playing is a strategy that encourages students to explore practical scenarios by engaging with others in a safe environment to gain experience and try out various techniques. participants may play a role that is similar to their own (or one that they may play in the future), or they may play the opposite side of the conversation or interaction, depending on the nature of the activity. in the classroom, it provides variety, a change of pace, and opportunities for a lot of language production while zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 265 still being a lot of fun. it can be a normal part of the class rather than a one-time occurrence. it can be very good if the instructor believes the activity will work and provides the required support. i. direct contact classroom teachers who use a direct-contact teaching strategy invite a guest speaker to speak while they are teaching. direct interaction with native speakers of the target language provides learners with an experience as well as a trigger for developing a positive attitude toward the target language and its speakers. teachers can invite native english speakers to facilitate speaking by allowing students to practice their english with them. j. one-to-one strategy teaching one-to-one, according to harmer (2007, p.122), entails “an individual learner working alone with a teacher over a period of hours or weeks.” it's commonly referred to as "individual classes." since a teacher focuses solely on one learner in a oneto-one class, the learner has a better chance of doing all of the speakings than in a large class where the teacher would divide his attention among several learners. research methodology this study employed a descriptive research design. according to nassaji (2015), "the goal of descriptive research is to describe a phenomenon and its characteristics." this method is considered appropriate in this study because it aims to describe the phenomena in class regarding the strategies used by english teachers, commonly called lecturers, in teaching speaking skills during the covid pandemic. the observation was done for one semester from september 2020 to january 2021 by looking at the classroom interaction in four classes. two english teachers at one of the islamic universities in bengkulu were interviewed to get the information needed with a semi-structured interview. the theory used in this study is from wehrli and nyquist (2003). they taught speaking skills at the beginner level (semester one and semester three). after the researchers took the data from the observation and interview, they were then analyzed using miles and huberman's theory. it consists of three activities: data reduction, data display, conclusion drawing/verification. 266 | english franca, vol. 5, no. 2, 2021 results & discussion the observation was done in september 2020 where the researchers attended the virtual classroom for speaking class. it was found that the teachers used some technology applications for the learning process, such as whatsapp group (wag), google classroom, and zoom. in the first meeting, they started the course via zoom. since this is the first meeting for them, the students and the teachers introduced themselves. then, it was continued by reading the course syllabus for one semester. during several meetings, the teachers felt that the zoom application is not satisfying enough in helping the learning process due to the connection that most students have. most of them do not have the right signals because they live in rural areas. then, this demands the teachers to find other ways to support the learning process. hence, the teachers added some applications such as wag and google classroom. they decided to make a zoom meeting once in three weeks to evaluate the topics shared and learned in the online group. google classroom is used as a medium for teachers to ask students to collect their tasks. the tasks were given based on the instructions delivered via wag. in google classroom, students can submit their videos or recording regarding the topic in the course syllabus. they can also see the grades for each assignment they have fulfilled. so, it is considered highly transparent. the researchers also found that the teachers' strategies can be seen from the way they asked the students to speak up in the online classroom. based on the guidelines proposed by wehrli and nyquist, some strategies implemented were lecturing, role-play, online group discussion, simulation, and drilling. each strategy is explained below: a. lecturing lecturing is a conventional strategy mostly used by teachers in the classroom, known as the teacher-centered method. based on the virtual class observation, it was revealed that those two teachers use this strategy in teaching english speaking to their students. this strategy refers to learning situations in which the teacher determines the subject matter that students study and how they study it, i.e., when, where, how, and at what speed they learn it. generally, when classes are classified as teacher-centered, the teacher dominates the classroom, and the students spend most of their time listening, taking notes, and responding to questions the teacher explains or asks. kaur (2011) emphasizes that lecturing aims to support the course's objectives by explaining the materials taught in detail, can be zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 267 by giving examples of situations, not presenting useless information to students who are just sitting there passively listening to the teachers. both speaking teachers used this way at the beginning of the class to present new subject matters and respond to the expressions of students who still do not understand the material yet. they also combined it with a question and answer session, tasks or exercises, and discussion. the researchers did not find the unusable explanation in the class because they focused more on practicing the students' performance in their english ability. however, some students sometimes get bored and still did not get the point of the explanation. the researchers assumed that the distance learning process could cause it. possibly, the students cannot fully concentrate in the classroom because they sometimes do another task while they attended the zoom meeting, for example: using a handphone, babysitting their sisters, or other side house jobs. b. role-play based on the interview with both teachers, they chose to roleplay in the virtual speaking class because it helps the students overcome their confidence in speaking. it also allows them to practice their language ability with some specific topics given. here are some situations in the speaking classroom: excerpt 1 t1: you can see a picture that i have screen-shared. it is a map. now, please make a role-play where a is someone who gets lost and b is someone who gives the information. (teacher 1, meeting 5, topic: asking for directions) excerpt 2 t2: your today’s assignment is to make a video with peers about how to make a telephone call. you may use video-call and record it. don’t forget to submit it in our google classroom! (teacher 2, meeting 2, topic: how to make telephone call) the statements above were extracted based on the transcription from t1 (teacher 1) and t2 (teacher 2). the topic was about asking for directions and telephone calls. in t1's class, the teacher showed a city map by sharing the screen via zoom. the students then have to give their voice based on the teachers' instructions by doing a role-play with their classmates. meanwhile, in l2's class, she asked the students to create a 268 | english franca, vol. 5, no. 2, 2021 video about making a telephone call with their friends as a task. then, they have to upload it to google classroom. based on the interview with t1 and t2, they said that using this strategy can improve speaking skills because students can speak even when they are in an online class. the role-play method was chosen because the learning process involved many students directly so that they enjoyed learning and practiced more in their ideas. besides, the teachers can also assess whether students understand the material being taught or not. this can be seen from the fluency of students in practicing the commands they are told to do. both teachers argue that fluency is the main thing that beginner-level students must-have rather than accuracy. c. online group discussion online group discussion becomes an option for the teachers in the virtual class. due to the limited time that the teachers have, they required the students to discuss the materials in wag and monitor the activities. the researchers know this strategy from the conversation between teacher 2 and the students below: excerpt 3 t2: next week, you have to present the current condition in indonesian during covid-19. you may talk about health, economy, education, climate change, or the environment. please discuss it in our wa group if you have any obstacles in deciding the topic you want to explain. in the interview, teacher 2 said that online group provides students' interaction between student and student or teachers and students. even though they did not meet their friends and teachers directly, they could still work together to elaborate their ideas virtually by using a voice note or typing it in wag. the teachers can also assess students' participation in the group whether they involve actively or not. in this online group, not only students' speaking skills can be measured but also their writing skills, mainly in grammar and punctuation. in addition, another advantage of this strategy is that the teachers can fix students' mistakes or errors when they speak through voice notes. zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 269 on the other hand, teacher 1 did not use this strategy in class because she usually used wag just as a tool to give information to students about the class schedule, attendance list, or class assignments. d. simulation in evaluating the students’ performance toward their speaking skills, the teachers ask them to make a video regarding the topics given. they did it for the mid-term test and final exam. the procedures were that teachers gave some themes based on the syllabus (the materials learned in class). next, they have to make a simulation before making a video to be more fluent because it would be graded. for example, they are going to a restaurant and want to order food and drinks. then, they must play themselves in that situation. after they created the video, the projects must be uploaded to social media, in this case, instagram. instagram was chosen because all of the students in class use this application in sharing their activities. hence, the students were asked to upload it there. the aim is to positively affect other people who watch it where they can learn some new english vocabulary, phrases, or pronunciation by looking at the videos shared by the students as explained by teacher 2 below: excerpt 4 t2: my reason why choosing social media platform is that the majority of my students have the account so why not utilize it as media for learning? they can share their videos, their friends can give comments, or maybe learn something new from the video. after all, perhaps, talking through video and social media might put them in a less pressured environment compare to talking directly to their lecturer. e. drilling the next strategy implemented by the teachers is drilling. this method can help students improve their speaking skills due to continuous practice. examples of implementing this strategy in the classroom can be seen in the observation results below: excerpt 5 l1: look at the screen! there is a family. they want to buy tickets for a holiday. please pay attention to what the ticket seller said. 270 | english franca, vol. 5, no. 2, 2021 ts: how many tickets do you want to buy? – the teacher stopped the video. l1: now, repeat what she said. let’s say you are a ticket seller. ss: how many tickets do you want to buy? l1: all right, now take a look at the numbers of that family. we’ll continue the video. ts: three adults and 2 children to monas, please. l1: what if 5 people, 3 adults, and 2 children. they want to go to anyer beach. ss: three adults and two children to anyer beach, please. (most of the students say loudly together) (the teacher continued the video) l1: well, now, i'll give you a situation. there are 7 members of a family consisting of 6 adults and one child. they want to go to dufan for a holiday. does anyone want to try? (three students raised their hands and the teacher pointed two of them be a buyer and a seller) l1: oke, t5 is the ticket seller and t11 is the buyer. s5: hi, how many tickets do you want to buy? s11: six adults and one child to dufan, please. s5: all right, here they are. the total is eighty-five thousand rupiahs. s11: ok. (pretending to give money) s5: thank you. enjoy your day! (meeting 8, how to buy tickets) excerpt 6 (teacher 2 shared screen some pictures about some places in bengkulu) l2: you can see four pictures on your screen. they are zakat beach, marlborough fort, dendam tak sudah lake, and bung karno’s house. now, take a look at the first picture. it is marlborough fort. have you ever been there? ss: yes, i have (most of the students answered this loudly) ss: no, i am not. (the rest who have not been to the fort) l2: i am not? repetition drill single-slot substitution drill multiple-slot substitution drill multiple-slot substitution drill question and answer drill zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 271 ss: i have not. no, i have not. l2: do you have any opinion about this picture? s13: it is very unique and beautiful, mam. l2: does it look like an ancient building? s4: yes mam, it looks very ancient. maybe because it is made by the british east india company. l2: was it built by the british? s4: oh ya mam, it was built by the british. (meeting 2, describing places) discussion according to ballman and larsen-freeman (1988), there are seven types of drilling used in language learning. they are backward build-up or expansion drill, repetition drill, chain drill, single-slot substitution drill, multiple-slot substitution drill, transformation drill, and question and answer drill. from the two observations above, done in both classes, it was found that the teachers used four of seven types of drilling, such as repetition drill, single-slot substitution drill, multipleslot substitution drill, and question and answer drill. in the classroom, the researchers observe that t1 frequently used repetition and substitution drilling in her class. it can be due to the level of students she taught, that is, semester one. while t2 is most likely to use substitution and question and answer drilling for semester three students. in the observation result, (1) in repetition, the students repeated the utterance aloud as soon as the teacher finishes saying it. the utterance or words being practiced should be short so that the ear quickly catches them. (2) the teachers then applied substitution drills in teaching speaking to the students, either single-slot or multiple-slot substitution. in single-slot substitution, the teacher read a sentence, and the students repeated it and then called out a word that the students might fit into the sentence. (3) while in multiple-slot substitution, she called out two or more words. (4) besides, she also used question-andanswer drills in the learning process. the teachers provide supervision of student responses. they should respond quickly to the teacher's questions. it is also possible for the teacher to provide practice for the students by asking them a question. this gives students opportunities to practice the same question style. question and answer drill question and answer drill 272 | english franca, vol. 5, no. 2, 2021 of the seven types of drills mentioned above, not all can be immediately applied in the english-speaking virtual classroom. the choice of the type of drill must be adjusted to the difficulty level of the teaching materials that will be given to students in stages. from the data above, it can be seen that the teachers use various strategies to make the teaching and learning process run well in the classroom. they try to bring so many ways that they usually do in the face-to-face classroom to the virtual classroom. nonetheless, it was a little bit hard for them to make sure whether the students understand or pay more attention in the class, especially for beginner students who suddenly have to experience online learning due to the pandemic. the teachers must design a thorough readiness to make students understand the materials being taught. teachers' preparation in teaching a productive skill needs much effort. they have to take notes of the students' ability to speak one by one so that the teachers can adequately assess their progress. the teacher also mentioned some weaknesses faced by teachers and students in this online class, for example, signal constraints when speaking through the zoom application and the inactivity of students in discussion groups if there was no lure with grades. the problem with this bad signal is that many students live in remote areas, so it is rather difficult for them to follow the lecture process. this is also one reason the teachers created google classroom to handle this situation where the students can read the materials and submit their work in that app. to put it briefly, the researchers found that both teachers implemented various strategies to manage their students to overcome their speaking skills difficulties, especially in the current situation, which drives the students and teachers to do the teaching and learning virtually. with different ways of teaching, both teachers seem to have the same pattern strategies. based on wehrli and nyquist (2003), the researchers found that the teachers had carried out four of the ten teaching strategies (lecturing, role-play, discussion, and simulation) and one additional strategy (drilling) outside the guidelines used. those strategies are quite well enough to affect the students' outcomes. thenceforth, the teachers appreciated students' presence in taking part in lessons even in pandemic conditions like now. both parties, indeed, must have more effort so that the learning objectives are achieved properly. zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 273 conclusion the two teachers in this study implemented four of ten strategies suggested by wehrli and nyquist (2003) and one additional strategy in teaching speaking skills in the time of covid-19. they employed lecturing, role-play, online group discussion, simulation, and drilling. those strategies are integrated with mobile applications and social media such as zoom, whatsapp group, google classroom, and instagram. each of the applications helps the teachers deliver the materials conveyed to the students in the virtual class. although the condition requires the teachers and the students to meet in an online classroom, the learning process can run fair enough even though some obstacles are encountered. another thing that must be changed from the student's point of view is student-self regulatory learning, which must be enhanced to be more active in the learning process. thus, it is suggested for the next researcher to investigate students’ opinions dealing with self-regulatory learning in the time of covid-19 in speaking class. references ballman, t. l., & larsen-freeman, d. 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(2003). creating an educational curriculum for learners at any level. aabb conference. retrieved from http://www.tulane.edu/som/ome/upload/comparisonofteaching methodologies.pdf 276 | english franca, vol. 5, no. 2, 2021 english franca: academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.3364 the study of strategies in learning english and english academic achievement noor hayati sekolah tinggi agama islam samarinda yatielyaman@gmail.com usman madrasah aliyah negeri 2 samarinda usman.elyaman@gmail.com abstract english language learning is not a new thing in indonesia, many people want to learn english for different purposes. however, some students cannot achieve their goals easily or follow the learning process smoothly. one of the factors causing this problem is the strategy used in language learning. this research aimed at investigating the correlation between english language learning strategies and english academic achievement. this study used a descriptive and correlational design, as well as quantitative and qualitative methods. the english scores of the students on their study report (khs) and sill were used as the instrument. the participants in this study were fifty third-year english majors at iain samarinda. three students were also picked to participate in a semistructured interview. after that, descriptive and pearson product moment correlations were used to assess the research data. the pupils' preferred strategy was social strategy, according to the findings. the association between students' english language learning practices and english academic achievement was found to be significant at r=.436, p=.001.05. keywords: english academic achievement; english language learning strategy; strategies inventory for language learning (sill). mailto:yatielyaman@gmail.com mailto:usman.elyaman@gmail.com 348 | english franca, vol. 5, no. 2, 2021 introduction learning a language is the way to comprehend and be proficient in a certain language, certain people might learn very rapidly and well during the learning process while others have problems in learning, then both students and teacher should be able to find the solution for such problem. many factors influence the outcomes; one of them is learning strategy. if the students find the appropriate strategies to learn, they will be able to direct their education (griffiths, 2004). over the years, many researchers have shown some definitions of language learning strategies (lls). strategies are specialized approaches to a problem or modes of operation for accomplishing a specified and planned design for controlling and manipulating certain information. the method through which an instructor decides to deliver information and aid learning is referred to as a teaching strategy(apriani, 2017). rubin (1975:43) in (griffiths, 2004:2) defines that learning strategies referred to the techniques or devices used by the learner to obtain knowledge. learning strategies, according to oxford (1990) cited in (kuo lee, 2010), are the specific actions learners adopt to make learning more convenient, faster, pleasant, self-directed, successful, and applicable to other contexts. furthermore, (a. chamot, 2004) defines learning strategies as ideas and activities used to attain the goal of learning. lee offers another definition: learning strategy is the ability to learn, learn to learn, think critically, and solve problems. (kuo lee, 2010). then, (suwanarak, 2012) finds that strategies for language learning are the concerted effort that the learners do in learning language and it is related to the characteristics of the learners, the styles, and the achievement of learning. additionally, oxford (1990) in (d. h. brown, 2007; griffiths, 2004; rebecca l oxford, 2003a; richards et al., 2002; sioson, 2011; solak & cakir, 2015; m.-h. m. su, 2005; uslu et al., 2016) classifies learning strategies into two groups; direct strategy and indirect strategy, these two groups were then subdivided into six categories; memory, cognitive, and compensation strategy, metacognitive, affective, social strategy. according to (rebecca l oxford, 2003a), one of the most important aspects in deciding how and how successful individuals acquire a second or foreign language is their language learning strategy. it is the following (a. chamot, 2004) who states, according to several experts, students' learning strategies are an excellent way to assist struggling language students in improving their performance. (rebecca l oxford, 2003a) says, when the learner uses the appropriate learning style consciously, the strategies have proven to be an effective method for active, aware, and hayati, usman: the study of strategies in learning english and english academic achievement 349 purposeful learning self-regulation. in general, learning strategies are concerned with the reception, storage, and retrieval of signals from those around. similarly, abraham and vann (1987) and vann and abraham (1990) in (m.-h. m. su, 2005) believe that the degree of students' flexibility in selecting strategies and the learners' capacity to effectively use strategies in their learning setting is the distinction between successful and less successful learners. another point to note when conducting this research is that some academics have looked into the association between students' learning styles and academic accomplishment, but the results have been inconsistent. studies conducted by (al-hebaishi, 2012a; al-qahtani, 2013; angelianawati, 2012; ghavamnia et al., 2011; jhaish, 2010; solak & cakir, 2015; suwanarak, 2012; uslu et al., 2016), discovered that students' language learning practices affected significantly to the participants’ academic achievement. in contrast, the research by (sioson, 2011) has shown that in general, language learning strategies had an insignificant correlation with the academic speaking task. in the light of those considerations, the researcher has found clearly that it's critical to understand the learners' preferred strategies in learning language and practically encourage them to use appropriate strategies to get success in learning a certain language, in this case, english. also, this research is to verify whether the correlation exists between both variables in this study and, if so if the correlation will be significant or insignificant. theoretical framework academic achievement a classroom lesson, unit, or even the entire curriculum is directly related to an achievement test (d. brown, 2007). another definition is based on collin cobuild advanced learner’s english dictionary (2006) which states that someone's achievement is something they have accomplished, especially after spending a great deal of effort. students' achievement in university or higher education is usually reflected by their scores on formative tests – commonly given by lecturers after students have studied one or two basic competencies –, mid-semester tests – administered after three months of study –, and a final or semester test – usually administered at the end of the semester. the final achievement of students in each semester for each topic is usually measured by their score in the "kartu hasil study" report (khs). furthermore, students' final grades for all subjects in each semester are normally calculated using their grade point average (gpa), and students' cumulative grades for all semesters are 350 | english franca, vol. 5, no. 2, 2021 calculated using their cumulative grade point average (cgpa). the researcher used the students' fifth-semester english subject scores reflected on their study report (khs) as a measure of the english department students' achievement in this study. language learning strategy regarding language learning strategies, over the years, several scholars have defined the term language learning strategies (lls) in various ways. learning strategies, as defined by oxford (1990) and cited in (lee, 2010) learning strategies, as defined by oxford (1990) and cited in lee (2010), are learners' particular activities to make learning easier, faster, more pleasant, more self-directed, more productive, and more transferable to other settings learning strategies. furthermore, (a. chamot, 2004) are the ideas and activities people use to achieve a learning goal. learning skills, learning-to-learn skills, thinking skills, and problem-solving abilities are all defined as learning strategies (lee, 2010). moreover, (suwanarak, 2012) states that language learning strategies are what learners undertake to learn a language and are linked to learner qualities, learning styles, and achievement. in a brief, language-learning strategies are the specific actions that learners use to reach their learning goals in a more effective, enjoyable, faster, and easier manner. classification of language learning strategies oxford (1990 in (d. h. brown, 2007; griffiths, 2004; rebecca l oxford, 2003a; richards et al., 2002; sioson, 2011; m. m. su, 2005) classifies learning strategies into two major groups: direct and indirect, which are then further subdivided into six categories. direct strategy the term "direct strategy" refers to a strategy that directly involves the target language and necessitates mental processing of the language. this strategy assists learners in understanding, using, and producing language even when there is a knowledge gap or it is a new language. memory, cognitive, and compensation strategies are all part of the direct strategy. memory strategies aid learners in remembering new language items and correlating one language or concept with another, but they do not require indepth comprehension. this strategy includes making mental connections (grouping, associating/elaborating, inserting new words into context), utilizing visuals and sounds (using imagery, semantic mapping, keywords, representing sounds in memory), reviewing thoroughly (structured viewing), and acting (using physical response or expression and mechanical techniques). following that, a cognitive strategy allows learners to manipulate linguistic content in direct ways while also assisting them in thinking about and understanding the target language. cognitive strategies are classified into four types: (1) repetition, formal practice with sound and writing systems, hayati, usman: the study of strategies in learning english and english academic achievement 351 recognition and application of formulas and patterns, recombination, and naturalistic practice; (2) receiving and sending messages, such as getting the idea quickly and using resources for receiving and sending messages; (3) deductive thinking, analyzing expressions, analyzing contrastively-across languages, translating, and transferring; and (4) input and output structure creation, which includes taking notes, summarizing, and highlighting. as explained in rubin (1991), major direct and indirect cognitive processes are discussed in a classification system (m. m. su, 2005) clarification, confirmation, monitoring, remembering, guessing/inductive reasoning, deductive reasoning, and practice are all examples of the direct cognitive approach. creating opportunities for practice and using production methods such as communication strategies are examples of indirect cognitive approaches. the last strategy is compensation, which aids learners in compensating for a lack of or insufficient grasp of the target language, mainly through grammatical and vocabulary deficits. intelligent guessing (using linguistic or other cues) and overcoming speaking and writing limitations (switching to the mother tongue, getting help, using mime or gesture, avoiding communication partially or, selecting the topic, adjusting or approximating the message, coining words, using a circumlocution or synonym) are examples of these strategies in production, compensation mechanisms can also be used, especially when grammatical comprehension is lacking. indirect strategy the indirect strategy, which aids the learner in controlling the learning process, is the second major group of strategies. this strategy facilitates and oversees language acquisition without requiring direct participation. this category includes metacognitive, emotional, and social strategies. first, a metacognitive strategy that goes beyond the cognitive mechanism and allows learners to coordinate their learning as well as regulate their cognition and plan language learning efficiently. this strategy consists of organizing and planning (learning about language learning, organizing, setting goals and objectives, identifying the purpose of a language task, planning for a language task, seeking practice opportunities), and evaluating learning (overview and linking with previously known material, paying attention, delaying speech production to focus on listening) (self-monitoring and evaluating). students, for example, could develop a plan for tracking their progress by comparing their current level of competency to the course objectives in the curriculum. the next technique is affective strategy, which involves identifying one's mood, emotion, attitude, motivation, and anxiety level concerning learning a new language. this category contains three types of strategies: reducing anxiety (through progressive relaxation, deep breathing, or 352 | english franca, vol. 5, no. 2, 2021 meditation, as well as music and laughter), encouraging oneself (through positive statements, taking calculated risks, and rewarding oneself), and taking an emotional temperature (through positive statements, taking calculated risks, and rewarding oneself) (listening to your body, using a checklist, writing a language learning diary, discussing feeling with someone else). for example, students can read linguistically simplified books to foster a favorable attitude toward reading resources. finally, social strategy relates to the acts that learners use to interact with other language users, which aids learners in collaborating with others and comprehending both the target culture and the language. questions (asking for an explanation, verification, and correction), cooperating (working with others and adept users of the new language), and empathizing with others (building cultural understanding, becoming aware of others' ideas and feelings) are all part of this technique. students may, for example, actively seek out opportunities to speak the target language with native speakers. to sum up, language-learning strategies can be involved in the language-learning process either directly or indirectly. these two types complement one another, and learners must use both to learn a language effectively. as a result, identifying the strategies used by learners in language learning is critical for the teacher to correct negative or inappropriate strategies held by the students. factors affecting the use language learning strategy achievement or proficiency, course level, cultural background, age, and gender are all factors that influence language learners' choice and preference for learning strategies (suwanarak, 2012). according to oxford and nyikos (1989), as cited in (griffiths, 2004) f students' self-rating of proficiency levels is closely related to their use of language learning strategies. similarly, (suwanarak, 2012) discovered that students' english language learning achievement levels influenced the frequency of use and strategy selection. furthermore, griffiths (2003) in (griffiths, 2004) discovered that advanced students use language-learning strategies more frequently than elementary students, particularly in terms of interaction with others, vocabulary, reading, ambiguity tolerance, language system, management of feelings and learning, and utilization of available resources. other factors that influence the use of language learning strategies include cultural background and nationality. politzer & mcgroarty (1985) noticed that hispanic students exhibited more of the strategies expected of "good" language learners than asian students, while o'malley (1987) in (lee, 2010) attributes asian students' lack of success to the persistence of familiar strategies. in terms of gender, bacon's (1992) study, as cited in (d. h. brown, 2007) revealed that men and women used listening strategies differently. similarly, el-dib (2004) in hayati, usman: the study of strategies in learning english and english academic achievement 353 (a. u. chamot, 2004) discovered differences in strategy use between men and women in kuwait based on the type of strategy rather than an overall difference research methodology this research was a kind of descriptive and correlational, quantitative-qualitative study to look into how the participants learned english. additionally, this research is also to determine if there is a link between the strategies and academic accomplishment in english and if so, how significant the variables are related in a given population. 50 students of the third-year english education department students of iain samarinda were chosen as the target population and sample and 3 students with the minimum, medium, and maximum english scores as the interviewees in the hope that they will represent other students in giving and providing information in persons about language learning strategies. this study employed two types of data; quantitative and qualitative data. for quantitative data, students' english academic achievement measured by their fifth-semester scores of english taken from their study report (khs), while students' english learning strategies determined by the strategy inventory for language learning (sill) constructed by rebecca oxford (1990), in (griffiths, 2004). sill consists of 50 items grouped under six categories; memory, cognitive, compensation, metacognitive, affective, and social strategies. even though numerous scholars have employed sill extensively, (al-hebaishi, 2012b; angelianawati, 2012; ghavamnia et al., 2011; hong-nam & leavell, 2006; jhaish, 2010; lan, 2010; liao & chiang, 2004; saeb & zamani, 2013; sioson, 2011; solak & cakir, 2015; m.-h. m. su, 2005; suwanarak, 2012; uslu et al., 2016; yang, 1999), the researcher still firstly tried out this instrument, the cronbach's alpha was .919 which showed that validity and reliability of sill were in an excellent level. furthermore, for a better understanding of assessing the students' english language learning strategies and to get more information about the additional strategy they might have, the researcher used a semi-structured interview or in-depth personal interview for the qualitative data. strategy inventory for language learning (sill) was statistically analyzed using spss and each of the questionnaire items was answered on a five-point likert scale. pearson's product moment correlation was then used to determine the relationship between students' academic achievement in english and sill. the researcher used content analysis with flow activities to analyze the interview data, which includes three processes: data reduction, data display, and conclusion drawing. 354 | english franca, vol. 5, no. 2, 2021 results & discussion results the students’ preference of using english language learning strategies to determine the students' preferred english language strategies, descriptive statistics for direct and indirect strategies were calculated initially. diagram 1. two major categories of learning strategies the mean scores for overall sill were 3.49, direct strategies were 2.94, and indirect strategies were 3.63. the findings showed that indirect strategies have contributed to regulating the learning process of the learners i.e. social, metacognitive, and affective strategies were at the top of the participants' favored strategies list. while direct methods that help students learn, utilize, and generate language, such as compensation, were the least desired strategies by the participants, the result is shown in the graphic below, which deals with the most often employed strategies among the six categories.: 2.94 3,63 0 5 direct strategy indirect strategy two major categories of english language learning strategies hayati, usman: the study of strategies in learning english and english academic achievement 355 diagram 2. english language learning strategies as can be seen above, with a mean score of 3.66, the most chosen strategy was the social strategy. with a mean of 3.64, metacognitive strategy came in second, followed by affective strategy (mean = 3.57), memory strategy (mean = 3.46), cognitive strategy (mean = 3.40), and compensatory strategy (mean=3.25). discussion the findings were in contradiction to (uslu et al., 2016) but in line with (m.-h. m. su, 2005), who found that social strategy was the students' favorite strategy. one of the actions in this technique was to ask others to talk slowly or repeat words or sentences if they didn't understand what was being said, and if possible, to ask native speakers of english to assist or correct their language while speaking. additionally, learners may have preferred social methods due to the requirement to be a member of a group and collaborate with other students and teachers. especially at the level where the current study's subjects were, establishing a relationship with others was deemed important because they were in the third year of college life who required to employ their knowledge in the social life which called praktek pengalaman lapangan (ppl) and kuliah kerja nyata (kkn) in the fourth year, moreover after finishing their undergraduate program, they will need to participate more in their work area and society. the metacognitive strategy was the second most popular strategy; most students recognized their mistakes in speaking english and were eager to correct them; they worked to learn how to be better english learners. furthermore, most students stated that they had specific goals in mind to improve their english skills. the students' predilection for employing metacognitive strategies may be linked to their age and 3.46 3.4 3.25 3.64 3.57 3.66 3 3.2 3.4 3.6 3.8 english language learning strategies 356 | english franca, vol. 5, no. 2, 2021 educational level. (lightbown & spada, 2021) assume that adult learners use planning strategies and adjustment in learning, as observed in this study, where respondents were fourth-year undergraduate students. in short, older students are more efficient than younger students. the effective approach was the third most popular strategy. even though they were worried about their english skills, the students encouraged themselves to use english; they tried to relax anytime they were nervous about using english, and they frequently shared their feelings about learning english with others. in this study, the third-year college students' favored memory approach comprised forming connections between new current material and prior ones, between what they knew and what they didn't know, connecting a word's sound and visual, and employing new words in phrases. the fact that this type of strategy is less popular may be related to the participants' level. memory strategy is frequently linked to the learning strategies utilized at the beginning stage of language learning, according to (r l oxford, 2001). the participants in this study were not beginners when it came to english; the participants were third-year college students who had learned english for more than ten years since they were in elementary school, which is why this strategy was not frequently chosen and used by the participants. the participants' least favored strategies were cognitive and compensatory. imitating native speakers speaking and enjoying englishlanguage tv episodes or movies are all examples of cognitive strategies. finally, per (al-hebaishi, 2012b) according to researchers at taibah university, the last rank of english language learning strategies used by students was compensation strategy, which allows learners to use new information despite knowledge gaps. the compensation strategy includes using gestures to help english conversations run smoothly, inventing new vocabulary, as well as using synonyms for words or phrases that they do not know the correct ones in english. the participants' english environment may account for their lack of preference for these two strategies. english is a foreign language for the participants, which means they are surrounded by non-native speakers and are not forced to use english. in addition to the aforementioned strategies, in the interview, the researcher asked the participants about the best ways they used in learning english, how they coped with the difficulties of understanding or using english as well as the use of avoidance strategies as the strategies which were not included in sill questionnaire. the researcher classified their responses into two kinds of strategies; functional practice strategies and avoidance strategies. the three interviewees gave similar answers. hayati, usman: the study of strategies in learning english and english academic achievement 357 they said that they used to ask friends or lecturers, browse from the internet such as youtube and google translation, and use a dictionary. these are the excerpts of their responses in the interview: "listening to music is the best way of learning english". (s 14) “i usually ask my friend when getting difficulties to understand or using english”. (s 14) “having an english course, joining an english club, asking questions to the english lecturer or friends, using google translation might be the best ways of learning english but personally i like watch youtube about english grammar and pronunciation”. (s 35) “i usually write notes, guess from the context and dictionary to understand english better”. (s 15) it could be seen from the extracts above that the students had their ways for example listening to music, watching english youtube, writing notes, guessing meaning, having english course or english club, and using dictionary or google translation to understand english and to solve the problem they faced in understanding english. in short, the students actively found and created opportunities to use or practice english functionally. this strategy enabled students to understand english better and to increase their english skills. in other words, they seemed to use a functional practice strategy. during the interview, the researcher also asked the participants if they would avoid or abandon english messages, topics, or concepts due to language difficulties. in responding to this question, none of the responses of the students showed that they would avoid or abandon english even if they found difficulties in it. the answers of the students showed that they would try anyways to understand the messages or topic areas of english such as "i sometimes keep it in mind, write or underline the words or sentences then try to understand it better at home" (s 15). the other two responses also show the similar thing, "if i don't get the messages or topic of english being talked, i will ask my friend or find from the dictionary" (s 35), "i will try to understand it by myself then ask my friend whenever i get stuck" (s 14). based on the above citation, it is known that the students would try to understand english messages, topics areas, or concepts as possible as they could. it revealed that they would not avoid or abandon english whenever they got difficulties in it. overall, the students’ preference in using strategies should be highly related to the course level of the participants. the participants in the current research were in preintermediate-to-intermediate level and have been learning english for 358 | english franca, vol. 5, no. 2, 2021 about 10 years since they were in elementary school and griffiths (2003) in (griffiths, 2004) discovers that these students use learning strategies more frequently, particularly for interacting with others, utilizing available resources, and managing feelings and learning the current study's findings corroborated the previous study such as (al-hebaishi, 2012a; m.-h. m. su, 2005) where participants were also college students, the participants used social strategy as the most and compensation strategies as the least. however, the findings were not consistent with (chang, ching-yi & shen, 2010) who researched junior high school students and the compensation strategies found as the most preferred strategies. the correlation of english language learning strategies and academic achievement in english in determining the relationship between english language learning strategies and english academic achievement, it has been discovered that the scores of the strategy inventory for language learning (sill) correlate positively and significantly with the students' english scores (r=.463, p=.001.05). table 1 shows the relationship between sill scores and english fifth-semester grades. table 1. correlations sill_scores english_scores sill_scores pearson correlation 1 .463* sig. (2-tailed) .001 n 50 50 english_scores pearson correlation .463 1 sig. (2-tailed) .001 n 50 50 *correlation is significant at the 0.05 level (2-tailed). in general, the finding was in line with those of (al-hebaishi, 2012a; al-qahtani, 2013; angelianawati, 2012; jhaish, 2010; sioson, 2011; solak & cakir, 2015; m.-h. m. su, 2005; uslu et al., 2016) where all agreed that learning strategies helped students in learning and absorbing the english subjects, the more pupils employed learning strategies, the higher their english achievement. it was shown that the students who used strategies hayati, usman: the study of strategies in learning english and english academic achievement 359 more frequently and appropriately should have higher academic achievement in english. in a nutshell, strategy is one of the most important factors influencing students' academic performance. this finding supported (a. chamot, 2004) who states, some researchers find students' learning strategies are helpful ways to assist language students who are less successful in improving their performance. (rebecca l oxford, 2003a) emphasizes that when the learners consciously choose the appropriate strategies which met their learning style, these strategies then serve as an excellent toolkit for active, conscious, and intentional self-regulation of learning. the pearson correlation was also used to examine the relationship between the six learning strategy subcategories and english academic achievement. all of the learning strategies correlated positively with english scores. 360 | english franca, vol. 5, no. 2, 2021 table 4.6. the relationship between six types of learning strategies and academic achievement in english memory cognitive compens ation metacogn itive affective social english scores m e m o ry pearson correlati on 1 .405 .401 .447 .452 .466 .236 sig(2tailed) .003 .004 .001 .001 .001 .099 n 50 50 50 50 50 50 50 c o g n it iv e pearson correlati on .405 1 .443 .608 .079 .530 .481* sig. (2tailed) .004 .001 .000 .587 .000 .000 n 50 50 50 50 50 50 50 c o m p e n s a ti o n pearson correlati on .401 .443 1 .546 .101 .313 .389* sig. (2tailed) .004 .001 .000 .486 .027 .005 n 50 50 50 50 50 50 50 m e ta co g n it iv e pearson correlati on .447 .608 .546 1 .212 .531 .398* sig. (2tailed) .001 .000 .000 .139 .000 .004 n 50 50 50 50 50 50 50 a ff e ct iv e pearson correlati on .452 .079 .101 .212 1 .200 .064 sig. (2tailed) .001 .587 .486 .139 .164 .659 n 50 50 50 50 50 50 50 s o ci a l pearson correlati on .466 .530 .313 .531 .200 1 .262 sig. (2tailed) .001 .000 .027 .000 .164 .066 n 50 50 50 50 50 50 50 hayati, usman: the study of strategies in learning english and english academic achievement 361 e n g li sh _s co re s pearson correlati on .236 .481 .389 .396 .063 .262 1 sig. (2tailed) .099 .000 .005 .004 .662 .066 n 50 50 50 50 50 50 50 *correlation is significant at the 0.05 level (2-tailed). concerning each classification of language learning strategy, cognitive strategy was the most significant and had a positive relationship with english academic achievement. (r=.481, p=.000<.05) followed by metacognitive(r=.398, p=.004<.05), compensation (r= .389, p=.005<.05) strategies. however, social (r=.262, p=.066>.05), memory (r=.236, p=.099 >.05), and affective (r=.064, p=.659>.05) strategies were insignificantly related to the students’ english academic achievement students used cognitive strategies to manipulate language material indirect ways, allowing them to understand and analyze the target language. these strategies were found to be positively and significantly related to students' success in language learning (r =.481, p =.000 0.05). the findings were consistent with the findings of (solak & cakir, 2015) and ehrman and oxford (1995) in (griffiths, 2004). it was discovered that the more students used cognitive strategies including imitating english speakers speaking and writing new vocabulary, the greater their english accomplishment would be. another kind of language learning strategy that also correlated with the students’ english academic achievement positively and significantly (r = .398, p = .004 < 0.05) was the metacognitive strategy where the students used this strategy to manage their language. this study's findings of a strong and favorable relationship between metacognitive strategy and english educational success are consistent with those of o'malley et al (1985) in (griffiths, 2004), who discovered that students with higher levels of education used metacognitive strategy more frequently. furthermore, rubin and thompson (1982), as cited in (d. h. brown, 2007), assert that a good language student will seize and/or maximize all opportunities to practice english. inside and outside of the classroom, make errors work for them instead of against them, and organize language information compensation strategies were the third language learning strategy that significantly and positively correlated with students' english academic achievement. conducting similar research in 1995, oxford and ehrman as cited in (rebecca l oxford, 2003a) also demonstrated that 362 | english franca, vol. 5, no. 2, 2021 compensation strategy was significantly related to l2 proficiency. to sum up, compensation strategies like guessing the meaning from context utilizing linguistic or other key information, and resolving barriers in speaking and writing by switching to the native language, seeking assistance, using body gestures or expression, etc, all contributed to the students' academic achievement. furthermore, the researcher found that the social strategy was the fourth language learning strategy that had positive but insignificant to the english academic achievement of the students. learners' actions to assist students in working with others and understanding the culture of the target language, and the language itself, are referred to as social strategy. the insignificant correlation showed by the finding of the current study was not consistent with (uslu et al., 2016) who found this kind of strategies correlated significantly with the students’ outcomes. the causes for the disparities in performance could be linked to nationality where (uslu et al., 2016) the previous study was conducted on students from turkey, whereas the current study is being undertaken on indonesian students. (politzer & mcgroarty, 1985) and (o’malley et al., 1990) stated that the nationality of the learners might influence their choice of using strategies in learning a language. memory strategy was the fifth strongest strategy related to students' english academic achievement. this strategy assists students in connecting one language or concept to another. students who make mental associations, use images and sounds, review thoroughly, and take action are the types of memory strategies that were discovered to be the second strategy that was insignificantly correlated with english academic achievement. one possible explanation for the insignificant correlation is those memory strategies are typically used in the early stages of language learning, implying that learners rarely used such strategies as their vocabulary and structures grew larger. (rebecca l oxford, 2003b) . finally, effective strategies had the weakest relationship with students' academic achievement in the current study. affective strategies such as talking and writing about feelings, rewards, and anxiety levels were positively but insignificantly related to the students' english academic achievement. in contrast, mullins (1992) in (rebecca l oxford, 2003b) who conducted the study on thai efl students discovered that affective strategies linked negatively with some measures of students’ outcomes. one of the reasons was because, for some students who were in progress toward learning outcomes, the need of using effective strategies was not quite big anymore. hayati, usman: the study of strategies in learning english and english academic achievement 363 in brief, the current study agreed with some previous researches (al-hebaishi, 2012a; al-qahtani, 2013; angelianawati, 2012; jhaish, 2010; sioson, 2011; solak & cakir, 2015; m.-h. m. su, 2005; uslu et al., 2016) that the use of language learning strategies correlates with students' academic achievement in language. sterm (1975) in (griffiths, 2004) supports the findings of the recent study, stating that competent language learners have positive learning techniques. similarly, presley & associates (1990) in (rebecca l oxford, 2003b), claim that using learning strategies is demonstrably related to student accomplishment. the relationship between language learning strategies and language outcomes should be given more attention to help language students learn the target language more successfully and effectively. furthermore, teachers and parents should introduce or use a variety of learning strategies to assist students in locating the most appropriate english language learning strategies to help them improve their english achievement. as ehrman and oxford (1995) in (kuo lee, 2010) reports that successful students used multiple types of methods more frequently and appropriately than slow learners, conclusion the current study's findings clearly showed that third-year college students majoring in english at iain samarinda used an english language learning strategy. the students' favored strategy was the metacognitive technique, which includes indirect strategies. when it came to the association between english learning strategies and english academic accomplishment, both variables were shown to be positively connected. since the students had their own preferred strategies for learning english, and those strategies had a positive link with the students' english academic accomplishment, it is believed that the findings of this study will be useful in educational settings. reference al-hebaishi, s. m. 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(1999). the relationship between efl learners’ beliefs and learning strategy use. a system, 27(4), 515–535. https://doi.org/10.1016/s0346-251x(99)00048-2 hayati, usman: the study of strategies in learning english and english academic achievement 367 english franca: academic journal of english language and education vol.5, no.2, 2021,iaincurup p-issn2580-3670, e-issn2580-3689 doi: 10.29240/ef.v5i2.3246 the application of collaborative writing strategy in teaching composition in a public junior high school windy puspitasari suparto pascasarjana universitas negeri makassar windypuspitasari10@gmail.com yusmah universitas muhammadiyah sidenreng rappang yusmah.umsrappang@gmail.com nuraini kasman universitas muhammadiyah sidenreng rappang nurainikasman@gmail.com muhammad amir uin alauddin makassar dpk stai ddi pinrang, muhamir0823@gmail.com abdul wafi iain madura abdulwafi@iainmadura.ac.id abstract the qualitative descriptive method was used by the researcher in this study. the term "qualitative descriptive research" refers to a survey study that determined and described the use of a collaborative writing strategy in teaching composition. the study's objectives are to learn how the teacher uses the collaborative writing strategy in teaching composition in a public junior high school, as well as the students' reactions to the strategies used by the teacher in teaching writing in a public junior high school. the teachers and students of upt smp negeri 6 makassar's ninth grade were the study's subjects. as a result, the researcher chose one of the two teachers at this school who could use microsoft 365 and two classes, bi.2 and 9. a, as the subjects of the study. according to the findings, the english teacher at upt smp negeri 6 makassar frequently mailto:windypuspitasari10@gmail.com mailto:yusmah.umsrappang@gmail.com mailto:nurainikasman@gmail.com mailto:muhamir0823@gmail.com mailto:abdulwafi@iainmadura.ac.id 300 |english franca, vol. 5, no. 2, 2021 employs three of five strategies, including horizontal division parallel writing, stratified division parallel writing, and reactive writing strategy. furthermore, the researcher discovered that students' responses to the strategies that the teacher implemented in teaching writing of collaborative writing gave a positive response toward the collaborative writing strategy that the teacher used, and students' responses to the strategies that the teacher implemented in teaching writing tend to prefer groups in the form of group discussions rather than writing alone because they cannot exchange information and understanding. because the students' background knowledge is still insufficient, the researcher discovered that group single author writing and sequential single writing are rarely used by the teacher during the research process. keywords: collaborative writing strategy, teaching writing, teaching composition. introduction the collaborative writing strategy is one of the most important writing strategies that students must learn (cws). this ability is used in the academic context to assess students' collaborative writing proficiency, such as writing academic essays or curriculum-related texts. group, pair, or individual work can be emphasized in composition instruction. according to majlinda (2017), writing is a mode of speech that entails rational intervention in the printing of ideas and thoughts. writing, according to iskandar (2020, p.44), is the most difficult skill to teach when compared to other skills because when we teach writing, we also teach all other skills. sanjaya, et al. (2020) claimed that writing is more than just a vehicle for communication; it also requires students to organize their information and put their ideas and thoughts into written form. writing may also extend the author's expertise, allowing pupils to express their views more freely. there are many sorts of writing that students should concentrate on. there are four forms of writing: persuasive, descriptive, expository, and narrative (oktavianti, et. al, 2021). this research contributes to a better understanding of the pedagogical approaches that teachers may employ depending on their particular context and the circumstances of their students. the collaborative writing strategy research of cristopher m. and russell (2011, p.5) discovered that review a collaborative writing methodology designed for the authors' efl university classes in which windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 301 students work in pairs to produce co-authored paragraphs and essays. as a result, grgonic (2005) discovered that collaborative writing is an effective writing technique that promotes cooperation, critical thinking, peer learning, and active participation in the creation of a final product. as a result, stroch (2011) defines collaborative writing as the production of a text by two or more writers in collaboration. furthermore, rollinson (2005) claims that the collaborative process can foster more independent writers by teaching them how to self-edit and revise their work. collaborative writing allows students to learn multiple language skills more effectively than working alone. one of the primary causes of this phenomenon is that researchers overestimated theoretical assumptions and the reality gap. the study was carried out by ninth-grade students at upt smp negeri 6 makassar. the researcher discovered a phenomenon in the collaborative writing strategy learning process in which students struggle with writing because they have not been able to develop this writing supported by students who still have a limited english vocabulary. meanwhile, students have not received much information about the topics on which they wish to write; however, when they are grouped and discussed, students are better able to express their ideas and are more willing to share their knowledge. this study includes a review of related works of literature, the methodology of the study, and the results of the students' writing achievement after being taught the collaborative writing strategy. to summarize, a collaborative writing strategy is the ability to convey meanings to the reader through clear text as a result of some letter formation activity such as preparing, producing, and editing the text, which includes vocabulary, grammar, content, and mechanics. it is possible to conclude that a collaborative writing strategy is a discovery process involving a series of steps, and those steps are frequently a zigzag journey. the most important aspect of writing is that students are eager to learn how to write effectively. it means that through practice and the process of learning how to write, students can master writing skills. as a result, students can work together to create a good composition with their peers. the researchers classified the research questions based on the context as follows: 302 |english franca, vol. 5, no. 2, 2021 1. how does the teacher apply the collaborative writing strategy in teaching composition at the ninth-grade students of upt smp negeri 6 makassar? 2. how are students’ responses to the strategies that the teacher implemented in teaching writing at the ninth-grade students of upt smp negeri 6 makassar? the objective of this research is to know how the teacher applies the collaborative writing strategy in teaching composition at the ninth-grade students of upt smp negeri 6 makassar and to know the students’ responses to the strategies that the teacher implemented in teaching writing at the ninth-grade students of upt smp negeri 6 makassar. this research is expected to offer some benefits to students, english teachers, and future researchers. for the students, it can be a reference, if they want to conduct research related to the collaborative writing strategy. for english teachers hopefully, the result of this research can give information and to be good guidance in developing writing strategies. the research can be useful for the next researchers and provide additional information to the existing literature about the application of collaborative writing strategy in teaching composition at the ninth-grade students of upt smp negeri 6 makassar. theoretical framework collaborative writing collaborative writing is a method of teaching writing in which students write in groups, read and discuss their work, and evaluate it. it employs educational structures in which adolescents collaborate to plan, draft, rewrite, and revise their compositions. collaborative writing entails developing teaching arrangements that allow teens to collaborate on the preparation, drafting, rewriting and editing of their writings. according to bosley (1989), collaborative writing occurs when a small group of people collaborates to create a paper and a role clarification for the final product. in many cases, collaborative writing, according to hadjerrouit (2011), creates opportunities for research studies or promotes thought, information exchange, or logical analysis. according to nurhidayat et al. (2021), when writing a paragraph, authors should concentrate on the primary draft of the paragraph. graham and perin (2007) discovered that a collaborative writing strategy necessitates the development of educational strategies in which teenagers collaborate to prepare, script, rewrite, and change written work. a collaborative writing strategy, according to the definitions above, is the ability to communicate intended implications, windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 303 ideas, and purposes to the reader through thinking, studying, developing, organizing, producing, revising, and editing the product. in terms of collaborative writing tasks, lunsford (1991) proposes three types of collaborative tasks that can be found in group projects in sukirman (2016, p.34). here are a few examples of collaborative writing assignments: 1. higher-order reasoning group members must define, discuss, and debate complex problems to solve them. 2. division of labor: jobs that are too large for one person to complete in a reasonable amount of time must be divided. 3. tasks requiring specialized knowledge or expertise, in which each collaborator brings a unique set of skills to the table. the procedure of collaborative writing mulligan (2011) discovered the following procedure for implementing collaborative writing: 1. students chose their partners and exchanged contact information so that they could meet outside of class. 2. during class, pairs brainstormed ideas for the target topic and organized the information into coherent clusters. 3. groups agreed to meet outside of class to do research and collect data for their papers. 4. students worked in groups in class to create an outline, plan, and write the first draft. 5. the outlines were returned to the instructor, along with relevant comments. 6. work on the first draft began. 7. the instructor reviewed the drafts, pointing out structural and organizational flaws as well as making comments and suggestions. 8. work on the second draft has begun. for this section, students a and b switched roles. this time, student b was tasked with typing the revision, while student a was tasked with editing it. the second draft was then turned in. 9. students received a single grade based on their overall effort and essay quality. 10. to ensure fairness, if a student was assigned the role of a for the next writing assignment, they switched to the role of b, and vice versa. 11. the elements of writing 304 |english franca, vol. 5, no. 2, 2021 to do good writing, certain aspects of writing are useful, and it is very important to be existing with us to do good writing. nina (2016) has proved that there are crucial parts in a piece of writing, such as: 12. ideas can take the form of an opinion, an experience, a feeling, knowledge, and so on. 13. it can be expressed in the form of an exposé and argumentation narrative. 14. organization, 15. communication methods or tools such as vocabulary, grammar, and style. types of collaborative writing strategy several teachers have used collaborative writing in their writing classes. when implementing this strategy, they typically use a variety of collaborative writing strategies. in other words, they have opposing views on collaborative writing strategies. the following collaborative writing strategies have been proposed by some experts: lowry (2004) distinguishes five types of collaborative writing strategies: 1) group single-author writing it is a single person's writing that includes planning, drafting, and reviewing. even if it is carried out by a single person, it is still a form of collaborative writing because it involves a group that works toward a collective consensus that is reflected in a document written by one of the team members. this happens when one of the team members writes as the team's representative. if the writing task is simple, this style of writing can be used. the structure of group single-author writing is depicted in the figure below. 2) sequential single writing one group member writes at a time in sequential singleauthor writing. each member of the group is assigned a section of the document, writes their section, and then passes the document on to the next member of the group. 3) horizontal division parallel writing when a group divides an assignment or document into sections and each member works on their assigned section at the same time, this occurs. horizontal division parallel writing is possible if members of the group divide the task into sections, with each member responsible for developing the section to which they have been assigned. windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 305 4) stratified division parallel writing it has been implemented if group members divide the responsibility of creating the product by assigning different roles to different members. author, editor, facilitator, or team leader are some examples of roles that a member could be assigned. 5) reactive writing it occurs when members of teamwork are in unison to create a product. members of the team react to and adjust each other's contributions as they occur. finally, mixed-mode collaborative writing entails combining two or more of the previously described collaborative writing strategies. research methodology in this study, the researcher employed the qualitative descriptive method. a survey study that determined and described the use of a collaborative writing strategy in teaching composition is referred to as "qualitative descriptive research." the goal of this research is to learn about the use of collaborative writing strategies in the composition classroom at upt smp negeri 6 makassar. the teachers and students of upt smp negeri 6 makassar's ninth grade are the subjects of the study. during the covid-19 pandemic, a lot of technology was used in the teaching and learning process. as a result, teachers must be able to use technology media in the teaching and learning process. not all teachers have access to technology media, particularly microsoft 365. as a result, the researcher chose one of the two teachers at this school who is capable of using microsoft 365 and two classes, namely bi.2 and 9. the subjects of the study are a classes. there are four kinds of instruments used in this research, they are: 1) researcher in this research, the researcher herself acted as a nonparticipant observer who watched and observed directly the students’ assignments in collaborative writing strategy but did not involve and interact with the students. 2) observation checklist observation checklist aimed at finding the teaching strategies used by the teachers. each statement of the observation checklist offered two changes of scale namely: yes and no. 3) video recording data on the students’ utterances in their writing activities were used to classify collaborative writing strategies. the 306 |english franca, vol. 5, no. 2, 2021 students’ utterances were recorded by using video recordings. then, the researcher described the application used by the teacher in applying the collaborative writing strategy and students’ responses to the collaborative writing strategies that the teacher implemented in teaching writing and reflective information. the researcher described the unexpected phenomena about the students’ responses in collaborative writing strategy during the learning process. 4) interview questions interview questions were used to confirm teachers' and students' responses to the teacher's writing strategies. the purpose of the interview was to discover the teaching-learning process of collaborative writing strategy and to ask students about the different types of learning processes in collaborative writing strategy. each interview statement included five questions for the teacher and five questions for the students. it sought to ascertain the factors of the learning process in collaborative writing strategy, as well as the students' reactions to the strategies used by the teacher in collaborative writing strategy in teaching composition. the researcher analyzed the data by using the theory of miles and huberman models in sugiyono (2016, p.338-345), namely: 1. data reduction data reduction referred to the process, where the mass of qualitative data she obtained from the observation checklist, video recording, and interview questions. 2. data display to conclude the mass data, miles and huberman suggest that a good display of data, in the form of tables, charts, networks, and other graphical formats is essential. this is a continual process, rather than just one to be carried out at the end of the data collection. 3. data verification the research analysis allowed the researcher to begin to develop conclusions regarding her study. these initial conclusions can then be verified, that is their validity examined through reference to the researcher’s existing field notes of further data collection. windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 307 results and discussion results teacher’s application of collaborative writing this section presents the findings of the research's observation checklist. the findings on the type of collaborative writing used by the teacher in the classroom at upt smp negeri 6 makassar. three collaborative writing strategies were used, namely horizontal division parallel writing, stratified division parallel writing, and reactive writing strategy. horizontal division parallel writing a. teacher’s understanding of horizontal division parallel writing according to the researcher's observations, the activities during the teaching and learning process were successful. the teacher was very good at managing the class. he could create a positive learning environment in the classroom. this was demonstrated by the students' eagerness to complete the teacher's assignments. he went through each step of the horizontal division parallel writing process step by step. b. teacher’s application of horizontal division parallel writing the result of the observation concerning with teacher’s application of horizontal division parallel writing, it was true that the teacher applied the strategy very well. stratified division parallel writing a. teacher’s understanding of stratified division parallel writing to determine whether or not the teacher had a good understanding of stratified division parallel writing, the researcher directly observed how the teacher thought about the students in the classroom. to determine whether or not the procedures for implementing this strategy are followed. the researcher discovered that the activities that occurred during the teaching and learning process went well. in the classroom, he was effective. in the classroom, he was able to foster a positive learning environment. the students worked well in groups and completed the assignments assigned by the teacher. he excelled at every stage of stratified division parallel writing. the researcher discovered that the teaching activities utilizing the stratified division parallel writing strategy were successful after observing the teaching and learning process. the strategy's implementation steps went off without a hitch. the class was in session, and the students were fired up. he made the classroom a lively place. the 308 |english franca, vol. 5, no. 2, 2021 teacher is knowledgeable about stratified division parallel writing. b. teacher’s application of stratified division parallel writing the ability to apply the stratified division parallel writing could be proved by the result of the observation concerning this strategy applied by the teacher. the has proved that the teacher applied the strategy very well. reactive writing a. teacher’s understanding of reactive writing the researcher conducted this observation to learn about the teacher's understanding of reactive writing. the researcher was confident that the teacher understood reactive writing because he observed how the teacher thought about the students in the classroom. to determine whether or not the procedures for putting this strategy into action are followed. the researcher discovered that the activities that took place during the teaching and learning process were successful. the classroom was clean and well-organized. the students took advantage of the pleasant classroom atmosphere. they were overjoyed with the teacher's assignments. every step of the reactive writing process went off without a hitch. it meant that the teaching and learning process for the reactive writing strategy had been a success. it occurs when members of teamwork are in unison to create a product. members of the team react to and adjust each other's contributions as they occur. finally, the use of two or more of the previously discussed collaborative writing strategies is referred to as mixed mode. one of the most important things teachers should do before choosing one of the previously mentioned collaborative writing strategies is weighed the benefits and drawbacks of each strategy. lowry (2004, p.81) discovered that to assist teachers in considering them, the researcher presents the table below, which discusses the advantages and disadvantages of the collaborative writing strategies proposed. b. teacher’s application of reactive writing looking at the results of the researcher's observation reveals how the teacher used the reactive writing strategy. the researcher was convinced that the teacher was an expert at using the reactive writing strategy. it could be windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 309 demonstrated by the outcome of the teacher's observation of this strategy. she demonstrated that the teacher used the strategy effectively. findings from the interviews with the teacher a. the teacher’s understanding of collaborative writing strategy the teacher was asked five questions during the interview. the purpose of the data analysis was to learn more about the teacher's use of a collaborative writing strategy when teaching composition. according to the interview, the teacher believed that the collaborative writing strategy was one of the recommended writing strategies for teaching composition in public junior high schools. the following collaborative writing strategies were used by the teacher: group single author writing, sequential single writing, horizontal division parallel writing, stratified division parallel writing, and reactive writing. the teacher was confident that if the collaborative writing strategy is used correctly in teaching composition at upt smp negeri 6 makassar, it will provide numerous benefits. b. teacher’s application of collaborative writing strategy the researcher discovered several opinions from the teacher in applying the collaborative writing strategy in teaching writing for the ninth-grade students of upt smp negeri 6 makassar from the interviews conducted on thursday, 8th april 2021 at 01.00-02.30 p.m. here are the teacher's responses to five questions posed by the researcher about the collaborative writing strategy that he used in teaching writing to students. montero demonstrated that the collaborative writing strategy was not only a highly motivating learning experience for efl/esl students but also a creative pedagogical tool for teachers (2005, p.38). horizontal division parallel writing occurs when a group divides an assignment or document into separate parts and all members work on their assigned part at the same time, according to lowry (2004, p.74–81). as a result, lowry (2004, pp.74–81) discovered that stratified division parallel writing is used when group members divide responsibility for product creation by assigning different members 310 |english franca, vol. 5, no. 2, 2021 with different roles. some examples of roles that a member could be assigned are author, editor, facilitator, or team leader. because of the stratified division of writing abilities, the teacher believed that each person plays a role in the project's composition process (lowry, 2004). it indicates that the stratified division writing strategy was used by the teacher when teaching composition. the teachers' testimony indicates that they have a thorough understanding of the collaborative writing strategy and its components, as well as sufficient knowledge of how to implement collaboration in their classrooms. students’ responses to the strategies that the teacher implemented in teaching writing findings from the interviews with the students the researcher conducted interviews with students from class 9.a. and class 9.bi.2 on april 15, 2021, between 12.15 and 01.15 p.m. five questions were asked of four students during the interview. the purpose of the data analysis was to discover the related and information about the teacher's use of collaborative writing strategy in composition teaching. from the first question of the interview, here are the students' responses to the teacher's strategies for teaching writing. the students stated that they understood the collaborative writing strategy used in learning writing, where they completed assignments in groups. it was simpler for them to do it in groups because they could share each other's work instead of doing it individually. because individual and group assignments are the same. students stated that they understood the collaborative writing strategy in learning writing and preferred to complete assignments in groups in response to the second question. it was more convenient for them to do it in groups because they could share and discuss it with their friends rather than doing it individually. because the assignments for individual work are the same as those for group work, they should work in groups. the teacher used this method by grouping students to work together to complete their assignments. they easily understood the assignments because the teacher would clearly explain the process instructions through a video conversation before they were given the assignments. windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 311 in response to the third question, students stated that they were very familiar with the teacher's collaborative writing strategy for teaching writing. the teacher divided the students into several groups and then asked them to write some texts of the materials individually based on their understanding and then combine them with the ones that their group mates had written so that they could get a complete text. they preferred working on the assignments in groups because it allowed them to discuss, share, and correct each other when they encountered difficulties or disagreements. students stated that they understood the teacher's learning strategy in response to the fourth question. they could perform admirably on the teacher's assignments if he assigned them in groups. it would be easier, particularly if you combined ideas from other friends. it was advantageous to form good working relationships with friends. they understood the teacher's assignments, whether handwritten or typed on a computer. in response to the fifth question, the student stated that they never had a problem completing the assignments assigned by the teacher because they did it in groups. if they were having difficulties, they would seek assistance from the teacher or their peers. the teacher employed three strategies: horizontal division of parallel writing, stratified division of parallel writing, and reactive writing. the teacher rarely used sequential single writing and group single author writing. the use of a collaborative writing strategy in teaching composition at upt smp negeri 6 makassar is critical to reducing student boredom. discussion the researcher presented a discussion of the findings after analyzing the data. in terms of the findings data, the researcher discovered that the information was gathered through the teacher's responses in the interview. the researcher examined each interview question to reach a comprehensive conclusion. the following is the analysis: the instructional principles and strategies comprise a teaching composition. sukirman (2016, p.34) proposes three types of collaborative tasks that should be included in group projects, according to lunsford. examples of collaborative writing tasks include: higherorder thinking to solve complex problems, members of a group must define, discuss, and debate. labor division: large jobs that cannot be 312 |english franca, vol. 5, no. 2, 2021 completed by one person in a reasonable amount of time must be divided. specialist or expertise-based tasks, each collaborator brings a unique set of skills to the table. the collaborative writing strategy used in composition classes is heavily influenced by the information taught, but it can also be influenced by the student's aptitude and enthusiasm. the researcher concluded the first meeting, which took place on thursday, march 25th, 2021 from 09.30 a.m. until 12 a.m. that is the teacher in class 9. a had a good understanding of how to use horizontal division parallel writing in teaching writing. lowry et al. (2004, pp.74– 81) discovered that occurs when a group divides an assignment or document into separate parts and all members work on their assigned part simultaneously. it means that horizontal division parallel writing is feasible if group members divide the task into sections, with each member responsible for the development of his or her assigned section. as a result, the researcher discovered that horizontal division parallel writing occurs when each person completes one part of a larger project and then compiles it. the teacher has been informed that stratified division parallel writing will be used in the second meeting on thursday, april 1st, 2021, beginning at 09.30 a.m. until 12 a.m. in 9th grade. a. lowry et al. (2004, pp.74–81) discovered that stratified division parallel writing is used when members of a group divide responsibility for product creation by assigning different roles to different members. author, editor, facilitator, or team leader are some examples of roles that a member could be assigned. furthermore, according to the researcher, stratified division writing is a process in which each person contributes to the composition of a project based on their abilities. reactive writing will be used in the third meeting, which will begin at 9:30 a.m. on thursday, april 8, 2021. until midnight in 9th grade bi.2. according to lowry et al. (2004, p.74–81), reactive writing occurs when team members collaborate synchronously to develop their product. members of the team react to and adjust each other's contributions as they occur. finally, the use of two or more of the previously discussed collaborative writing strategies is referred to as mixed mode. conclusion the researcher discovered, based on the findings and discussions, that lowry et al. (2004, p.74–81) proposed five types of collaborative writing strategies, namely: group single author writing, sequential single writing strategy, horizontal division parallel writing, windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 313 stratified division parallel writing, and reactive writing strategy, that the application of collaborative writing strategy in teaching composition in a public junior high school. according to research, three of five methods are frequently used by the english teacher at upt smp negeri 6 makassar, including horizontal division parallel writing, stratified division parallel writing, and reactive writing strategy. furthermore, the researcher discovered that students' responses to the strategies that the teacher used in teaching writing of collaborative writing gave a positive response toward the collaborative writing strategy that the teacher used, and students' responses to the strategies that the teacher used in teaching writing tend to prefer groups in the form of group discussions rather than writing alone because they cannot exchange information and understanding. finally, the researcher discovered that teachers rarely use group single author writing and sequential single writing during the research process because students' background knowledge is still insufficient. references applebee, a. 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(2011). annual review of applied linguistic. cambridgeuniversitypress. 316 |english franca, vol. 5, no. 2, 2021 english franca : academic journal of english language and education vol. 2, no. 1, 2018, stain curup p-issn 2580-3670, e-issn 2580-3689 using crossword puzzle to increase students’ vocabularies for writing skill in descriptive text putu ngurah rusmawan stkip pgri pasuruan, indonesia afatah72@gmail.com abstract the purpose of the study is to know using media puzzle improve the students writing descriptive text for the second graders at smp negeri 5 pasuruan. the researcher used a classroom action research. this research was conducted on april 05th 2017 to may 06th 2017. to get the information about the implementation of the crossword puzzle in descriptive text for writing skill, the researcher used interview, observation, questionnaire, test and documentation. the result of the test at the end of the first cycle showed that 26 students got under 76. it was not successful because it was still below criteria of success which required at least 76 as minimum score. in the cycle two, there were 27 students who got at least or more 76. it can be concluded that all students got the criteria of success, which required at least 76 as the minimum score. finally, it can be concluded that the result of this research showed that using crossword puzzle can improve the students’ writing skill in teaching learning english. it can help the students to memorize the material easily and it can give positive effect for the students keywords: writing, descriptive, crossword puzzle. introdu ction writing skill in second language needs hard thinking in producing words, sentences, and paragraphs. moreover, to write well the students should to know grammatical structure, vocabulary, and the sign or symbol to make a good sentences. harmer (2007) says that the writing process is more complex. writing takes more time, namely time to brainstorm ideas, time to draft a piece of writing and then review it and edit in various ways before, re-drafting, re-editing, and so on. the writing habit should be stimulated among students and give them understanding about writing. by mastering writing skill, it brings many advantages for them. through writing they can share thoughts, information, and ideas. they must be able to communicate and connect 14 | english franca, vol. 2, no. 1, 2018 among people all over the world. writing can help them to receive much information and learn new things that are important to develop their skill. they can write smoothly what they want, the students can get enjoyable from writing; they can write what they want to write related with letter, diary, and advertisement. rahmawati (2013) states that descriptive text is a text which says what a person or a thing is like and to describe and reveal a perticular person, place, or thing. the teacher should have kind of ways to make their students understand descriptive text. students have to achieve the target in standard and basic competence based on curriculum 2013 syllabus. in addition, students have to understand the generic stucture, social function and language features of descriptive text. the crossword puzzle game offers a challenge that will motivate the students to try to fulfill the puzzle (widaningsih, 2009). moreover, dewi (2010:18) also states that crossword puzzle can be used in teaching learning process to increase the students’ interest, to motivate students in learning english, and then the students may feel more relax. it has been beneficially used in teaching learning process. it gives much opportunity for the students to spell, and pronounce the vocabulary. beside, the crossword puzzle is a kind of games that will make the teaching learning process more attractive than before. the students will feel fun, relaxed and enjoyable, and they will memorize the vocabulary in different way, that is by rewriting them. a crossword is word game which is played on a grid puzzle. there are clues given to the different word that are required to complex the grid. the normal crossword puzzles have vertical and horizontal clues. thus, in this research, the researcher chose crossword puzzle to improve the students’ writing skill to construct their writing activity, especially in constructing decsriptive text. based on data from interview english teacher of smp negeri 5 pasuruan on october 2016. the students have low motivation to learn english because the students were difficult to understand english lesson especially writing. the students were difficult to express the idea or thought in written form, because they do not know the english word of a certain vocabulary. the teacher only used monotonous teaching media in teaching english such as using a blackboard. so, there are many causes which make the students difficult to understand english lesson especially writing. putu ngurah rusmawan: using crossword puzzle |15 there are many ways to make teaching writing more effective, interesting and help student in write descriptive text well. one of the ways that can be used is by using crossword puzzle. in this research, the researcher chooses the eight grade students of smp negeri 5 pasuruan because most of eight graders have the problem in how they using crossword puzzle is the appropriate way for the students to choose the word in composing a sentence. by using crossword puzzle they can directly produce an idea to arrange that word. the students will get some difficulties to choose the word if teacher does not use an teaching aid like crossword puzzle. from the explanation above, the reseacher intends in using crossword puzzle to teach writing in the eight grade of smp negeri 5 pasuruan because it can help to improve the students writing descriptive skill. based on the explanation above, the researcher focuses on teaching students in writing skills by using crossword puzzle. problem of the study is “how can crossword puzzle improve students’ writing descriptive text at the second grade of smp negeri 5 pasuruan?” liter ature revie w teaching writing in english is important for students, especially in non-english speaking countries. in general teaching writing in english has two major approaches: process and genre/product. process approach is concerned with phases in writing process, while genre approach requires learners to examine texts they are going to write before they start their own writing (harmer, 2007). the basic competence of writing is the second semester in getting the meaning of oral and written descriptive text by crossword puzzle to communicate english in their daily life context (based on the school-based curriculum).teacher should explain the objectives of the learning the students should achieve through the game. the teacher should explain the rules of the game clearly, teacher should integrate the game into the lesson, students show equal participation, teacher should stop the game before students get bored of it, teacher should never interrupt the game which is following smoothly, and teacher should set a limit of time. siti (2013) crossword puzzle can be done in a group or individually. the teacher gives a copy of the ‘crossword puzzle’ and explains the rules, such as students have to fill the columns as soon as possible, and who will get the first is the winner and get the good point 16 | english franca, vol. 2, no. 1, 2018 from the teacher. in pair work group, the winner is the first complete the columns. the use of crossword puzzle in teaching vocabulary is one of the alternative techniques to help the students construct and improve their vocabulary enlargement. suyanto (2008:117) says that game is an activity which is done based on the certain rule. suyanto states that, according to some expert, language game which is communicative has six characteristics. those characteristics namely: game must be interactive, the player must be clear, the player must be involved actively, the player get specific rules in the game. other important skills required for completing these puzzles include making inferences, evaluating choices, and drawing conclusions as explained by davis (2009). furthermore, crossword puzzle is helping the students to develop and enrich their stock of vocabulary and it helps the teacher to achieve the goals in studying english. a crossword is a word puzzles that normally takes the form of a square or a rectangular grid of white and black shaded squares (davis, 2009). the goal is to fill the white squares with letters, forming words and phrases, by solving clues which lead to the answers. in language that are written left-to-right, the answer words and phrases are placed in the grid form left to right and from top to bottom. crossword puzzle can be used as a tehnique in teaching vocabulary to the junior high school students. every crossword puzzle uses clues to find out the answers, it could ne down and across. there were some previous studies which have similar background of problems and related to this research: solikha, (2014) also conducts her research entitled “using crossword puzzle game to improve the students’ writing skill in descriptive skill in descriptive text at the first grade of smp islam mamba’ul ulum al mubarok jabon sidoarjo” this research investigates the using crossword puzzle game to improving students’ writing skill. in general, the finding of the research shows that the using crossword puzzle game to improving students’ writing skill was improved; it was shown by the score of the students when they have done the test. nikmatul huda, (2015) apply crossword puzzle game in her research entitled“using crossword puzzle game to improve the students’ writing skill in descriptive text at the first grade of mts darun nur rukem pohjentrek pasuruan”. the purpose of the study is to improve the students’ writing at first grade of mts darun rukem. the result of the study shows that the implementations of crossword puzzle putu ngurah rusmawan: using crossword puzzle |17 in class vii was effectively done in improving the students’ writing descriptive text. from the previous studies above, both of them could beused as references for this research because those research had relevant study result. both previous studies showed the same result with this study. they were using crossword puzzle and it could improve the students’ writing descriptive text effectively. resea rch met hodology research design the design of this research was a classroom action research. according to harmer (2007) the name given to a series procedures teachers can engage in, because they wish to improve aspects of their teaching and wish to evaluate the success and/ or appropriacy of certain activities and procedures. moreover, akbar (2008:26) explained that classroom action research is a process of controlled investigation to find and solve problems of teaching learning in a class, problem-solving process is done cyclical with the aim to improve the quality of learning outcomes in a particular class. this research was focused on a certain classroom. it was designed to overcome a classroom problem in learning descriptive text has found by the researcher in practice dealing with teaching writing. in its implementation, the researcher was conducted to the class viii students at smp negeri 5 pasuruan. research setting and subject this classroom action research was conducted at smp negeri 5 pasuruan. it is located on trunojoyo street number 291, pasuruan. for the research subject, the researcher chose the second grade students class f at smp negeri 5 pasuruan in academic year 2016/2017. there are 30 students of class viii f which consist of 14 female and 16 male. english is taugh 2x40 minutes per meeting, twice in a week. research instrument in this research, the researcher used observation, interview, questionnaire, documentation, and test as the research instrument. observation according to ratnasari (2009), observation is an activity of consisting of receiving knowledge of the outside world through the 18 | english franca, vol. 2, no. 1, 2018 senses, or the recording of data using scientific instruments. the researcher applied the observation in this study to get data in order to improve vocabulary the students’ writing skill in descriptive text by using crossword puzzle. the researcher gather the data from the students involvement during the teaching learning process. the collaborator observed the implementation of the technique, the lesson plan, and the media. to help collaborator’s work, the researcher provided an observation sheet in checklist form. the observation sheet consists two items of activity. first, students fill out the given puzzles and the second they create or write descriptions of the objects they get form the puzzle. the students pay attention to the teacher’s explanation. second, the students is active to ask and answer to the teacher. third, the students is able to finish the group’s well. fourth, the students can make crossword puzzle and write descriptive text based on their puzzle. fifth, the students can do their writing test individually. interview the purpose of having interview with the teacher was to get the data dealing with the difficulties that the teacher has and also to check the general condition of the students. the researcher gave the interview sheet to the english teacher of viii-f to get information about general condition expecially in writing class. (appendix ii) documentation in this research, the researcher collected data from the lesson plan, observation checklist, students score, students’ attendence list, puzzle, questionnaire, and picture of teaching learning activities in the classroom. test writing test was used by the researcher to measure the students’ improvement in writing descriptive text by using crossword puzzle. the researcher conducted writing test at the end of the cycle. the researcher used writing test to measure the students’ improvement in writing descriptive text by using puzzle. the test was made by the researcher. here, the researcher would conducted the writing test in the end of the cycle. the form of the test was written test. in doing the test, first, the students should fill out the puzzle based on the topic. then students had to make descriptive text based on their puzzle. the test took in thirty minutes. putu ngurah rusmawan: using crossword puzzle |19 data and sources of data there were two kinds of data which is got from each instruments, namely qualitative and quantitative data. according to zuhria (2013), qualitative data is data which is got from the person’s notes to analyze the research. they were observation and interview. while quantitative data were the data which is got from the score to get accurate data in implementing the research. they were the writing test. observation the data are in the form of observation checklist. observation checklist is used to observe the students activity when the researcher implemented teaching and learning process. observation checklist consists of 3 categories. that are students enthuasiasm, responds, and activities. the observation was done on may 5th 2017. interview the data were in the form of interview guide. interview conducted on march, 29th 2017, before the cycles to reveal the real condition in the class. in this case, the researcher did the informal interview to the english teacher. the informal interview consists of several questions that was made by the researcher. interview to the english teacher was used to get any information about the condition of the students. the data from the informal interview to the english teacher are in the form of words and sentences. documentation according to santoso (2007), documentation is written documents, such as book, magazine, documents, rules, daily note, etc. in this activity, the researcher used documentation aims to observe the teachers instructional preparation which are made by the teacher in teaching writing of descriptive text. the researcher collected the data for documentation by using camera, paper, etc. the data collected from the english teacher of smp negeri 5 pasuruan. the source data were taken on april 5th, 8th 2017 test test as the instrument to get the students score for writing. the test was taken in the end of cycle one, on april 8th 2017. the test was in the form of written test. the form of the test was written. in doing the test, the researcher provided crossword puzzle and the researcher asked the students to organized paragraph based on the puzzle provided 20 | english franca, vol. 2, no. 1, 2018 which there was instruction to make a descriptive paragraph. the researcher conducted the test which was intended to know the students’ writing skill of descriptive text by using crossword puzzle. the researcher gave the score result to the students’ writing test in four categories, they are organization, vocabulary, spelling, and grammar and they have 1-4 score. the data of the test are in the form of numbers. research procedure the research started with preliminary study and analyzed the preliminary study. the data would be taken from the result of observing in teaching learning writing process. from the preliminary study, the researcher used the plan, the action, the observation and the reflection. preliminary study preliminary study have done on march, 29th 2017, in this case the researcher observed the problems of the students in studying english by doing the interview about classroom activity and observation with the english teacher. the result of preliminary study, the researcher knew that the students at eighth grade of smp negeri 5 pasuruan have some problems in studying english, especially in oral and writing. based on the interview and observation, the students have difficulty in delivering the ideas because they have low vocabulary and grammar. planning in relation to the application of action research, the reseacher made a preparation prior to the implementation of the action based on the result of the reconnaissance. at this stage, the reseacher prepared the strategy in teaching writing through descriptive text activity, designs the lesson plan, prepared the material and media, prepared the criteria of success, and prepared the test. preparing the material and media in doing the research, the researcher and the collaborator prepared the materials and media, which were relevant to the topic for the eight grade students of junior high school. the materials in this research were taken from available sources and selected by the researcher. the materials which were taken are about descriptive text and some vocabulary that is related to the theme (describing people and animal)and some tenses related to its function of the descriptive text. meanwhile, the researcher also prepared crossword puzzle game related to the theme as the media which was designed by the researcher and. putu ngurah rusmawan: using crossword puzzle |21 preparing the instructional media in conducting the research, the researcher chose playing a crossword puzzle as a media in teaching media. crossword puzzle consisted of many questions in many theme, they are about describing animal. the teacher showed crossword puzzle to the students and shows how to play the game. the researcher divides the students into some group and asking the students to discuss the material. crossword puzzles is a word puzzles that normally takes the form of a square or rectangular grid of white and shaded squares, the goal is to fill the white squares with letters forming words or phrases by solving clues which lead to the answers, in a language which is written left to right, the answer words and phrases are placed in the grid left to right and from top to bottom. these shaded squares are used to separate the words or phrases, squares in which answers begin in number order the clues are then referred to by these numbers. designing the lesson plan the lesson plans were designed on the purpose of equipping the teacher with a guideline in implementing the strategy in teaching and learning activities. it covered the school profile, the standard of competency, the basic competency, the indicator, the learning objectives, the instructional strategy, the instructional material, the teaching and learning activities, source of learning media, and the assessment. the test the reseacher used written test in order to measure the students’ improvement after getting the treatment. the test made by the researcher. they have to make descriptive test based on the theme given. the researcher provided the crossword puzzle with the theme “animals” in cycle one and “people” in cycle two. in conducting the test, the researcher still applied the crossword puzzle as the guidance for the students in telling their experince. the researcher asked to the students’ to write a descriptive text based on puzzle. the composition was in the form of a descriptive text which was approximately 5 words. criteria of success the researcher made the criteria of success. the researcher had target the rating of students’ assignment of writing. the target score is 76 (the minimum mastery criterion (kkm in english course). if the students got 76, it was considered successful. but if the score was under 22 | english franca, vol. 2, no. 1, 2018 target, they were not success, and the students should improve their writing descriptive text. so, at least 80% students in the class can get 76 or more. it meant this research were successful. but if the students got less than 76 less than 80%, it meant that it was unseccesful and would be continued in the next cycle. the students’ writing assignment of descriptive text results were going to be assessed by the researcher and the collaborator. they determined the students’ success score. acting the acting of the research was the actvities done as stated in the lesson plan. the researcher implemented the plan of each cycle which was consisted two meeting. here the researcher used crossword puzzle to improve the students’ writing. observing in this research, the researcher focused on the use of crossword puzzle to improve the students writing in descriptive text. the researcher observed the teaching learning process during the implementation of the lesson plan and observed the students’ writing activities in every cycle which consisted of two meeting. reflecting in this research, the researcher reflected the teaching learning activity using crossword puzzle with the criteria of success to see the strategy succeed or not. if the student can not meet the criteria of success, it must be continued to next cycle. the researcher also used the scoring rubric for teaching writing. the formula was used to know the score of the students who reach the standard scores and to know whether this activity is successful or not. fin ding s the implementation of action research was presented by describing the activities in each cycle that include the planning, the action, the observation and the reflection. cycle one the cycle one consisted two meetings with the different themes animals. every meeting conducted in 80 minutes. there were thirty students who were attend at the first meeting on cycle one. two students were absent at the second meeting on cycle one. the first meeting was conducted on april, 5th 2017 and the second meeting was conducted on april, 8th 2017. putu ngurah rusmawan: using crossword puzzle |23 planning the researcher planned to prepare the teaching by choosing the material, then prepared the material, media and also the lesson plan. first, the materials were taken from syllabus based on curriculum for the second grade of junior high school which selected by the researcher. the material was about descriptive text (describing animals). the researcher and the teacher selected the materials which were relevant to the topic for the second grade students of junior high school. second, the researchers also prepared the media. the researchers used crossword puzzle related to the themes in teaching writing descriptive text. the material was selected based on the syllabus the last was lesson plan. the lesson plan was prepared by the researcher for guiding the teaching. it contained the title, subject, class, semester, competence, sub competence, instructional goal, time allocation, the teaching learning procedures and the sources acting cycle one had been done on april, 5th 2017 and april 8th 2017. the researcher devided this cycle into three activities. they were pre activity, main activity and post activity. meeting one (april, 5th 2017) in the opening activity, the researcher greeted the students, checked the students attendance, made interpersonal conversation about the material that were presented and explained about the learning objective, asked the students to be active in answer and explore the ideas/opinion and showed six sets crossword puzzle of animals to the students. the crossword puzzle were fish, rabbit, lion, camel, cat, and elephant. in this research, the researcher brought the crossword puzzle from home, asked the students to mention the name of those animals in english, and gave some questions to the students about animalsand they could answer well. the students could mention the name of animals and their answer were lion, dolphin, shark, turtle, horse, sea horse. after that, the researcher explained the material about descriptive text. in main activity, the researcher asked the students to write the vocabulary about the crossword given. in this meeting, the researcher used horse. the vocabularies were shape, skin, color, food, life. but some students were still shy to answer the questions. 24 | english franca, vol. 2, no. 1, 2018 the researcher gave a descriptive text to the students. the researcher asked them to read it. then the researcher explained about the generic structure of descriptive text. the generic structure were identification and description. the researcher asked them to check their understanding on generic structure. the students answered that the generic structure of descriptive text were identification and description. after the researcher explained the generic structure, the researcher asked the students to identify the generic structure based on the text given. the students wrote the answer. then the teacher discussed together with the students. after the students filled the puzzle, they wrote the descriptive text about the puzzle. it contained some vocabulary that could help them to write easily. but they could not write well because they were still shy and confused. in the post activity, the researcher gave summary about the lesson as feedback and disccussed about the students’ difficulties during the lesson. the researcher asked the students’ opinion. the students answered that it were difficult and they did not know the meaning. then the teacher helped the students to conclude the students’ answer. meeting two (april, 8th 2017) meeting two was conducted to continue the action of this research that has been done in the previous meeting. there were three phase technique, they were pre activity, main activity, and post activity. meeting two had been done on saturday, april 8th 2017 at. 11.00 a.m – 12.45 p.m. two students were absent. in the pre-activities, the researcher greeted and checked the students attendance. the researcher asked about the materials in the previous meeting. the researcher showed six sets crossword puzzle to the students. the puzzle were fish, rabbit, lion, camel, cat, and elephant. in this research, the researcher brought the puzzle from home. in main activities, the researcher showed the crossword puzzle which was camel. the researcher asked the students to write the vocabularies about camel in the students book. the vocabularies should be written by the students were size, color, life. after the students wrote the vocabularies about came and think about the characteristics of the puzzle given, the researcher asked them about the characteristics of lion. the students answered the questions. putu ngurah rusmawan: using crossword puzzle |25 in the closing activity, the researcher gave summary about the lesson as a feedback and disscussed about the students’ difficulties in the material given. the students difficulties were the word spelling and arranging the sentences. in the last meeting of cycle one, the researcher gave questionnaires which consisted of 10 questions. the researcher gave 5 minutes to answer the questionnaire. the students collected the result of questionnaire to the researcher. then the teacher greeted the students. observing of cycle one the researcher used observation checklist form to observe the students who were active or not during teaching and learning process. the result of observation checklist in first meeting of cycle one was 43%. it means the students activeness was low or under 70% (criteria of success). in second meeting of cycle one showed that the students activeness and the students response towards the implementation of crossword puzzle was about 61%. it means that there was improvement from the first meeting which is 35% to 61% in second meeting. in this research, the researcher started 76 as the criteria of success. but the students score in writing skills were greater than or equal 76 achieved by 70% of the students had not been achieved yet. the result of the students’ writing test was below: the researcher considered that the first cycle was unsuccessful because some problems. first, many students did not know the vocabularies, so it made them failed to comprehend the paragraph well. second, the students did not know about puzzle as a media that used because it was the first time for them. because of this unsatisfactory result, the researcher decided to conduct another cycle by revising the planning. the new planning was drilled on the more vocabularies. it was aimed to anticipate the problems of the students’ writing test. consequently, the researcher decided to continue this action research to second cycle with the new treatments, so students could reach the minimum of criteria. reflecting of cycle one after observing in cycle one, the researcher could formulate the students’ writing test score in written test. it was not successful as the criteria of success. this result would be successful if all students got score as the standart minimum score which was 76. there were only 6 26 | english franca, vol. 2, no. 1, 2018 students (23%) could reach the kkm. so, the researcher decided to continue on the next cycle. to solve the problem above, the researcher decided to revise the planning. at the first, the researcher drilled the vocabularies to the students by using crossword puzzle. secondly, the researcher gave more motivation in order to increase their confidence in writing descriptive text, so they would not be shy to write their ideas. finally, the researcher asked the students to make dscriptive text with theme “people”. it was expected that the students would be happy and very enthusiatic to make descriptive text. cycle two based on the result in cycle one, there were some problems for the students. so, the researcher made some solutions to solve those problem such as drilling the vocabulary and giving motivation to the students. planning the researcher thought that people theme was easier for the students to construct paragraph. the activities in this cycle presented followed: in the lesson plan, the researcher devided into three activities. there were pre activity, main activity, and closing activity. acting cycle two had been done on wednesday, april 26th 2017. the researcher conducted this cycle into three activities those are pre activity, main activity, and closing activity. meeting 1 cycle 2 (april, 26th 2017) in the first meeting of cycle two, all the students attended the class. there was no students absent. the researcher opened the lesson by giving “greeting” to the students. after that the researcher checked the attendance list. and asked them about some people. this activity was done in 10 minutes. in main activity, the researcher showed crossword puzzle to the students one by one while introducting the names of artist. then, the students could mention the name of the artist. the students also spelled the word of the artist. putu ngurah rusmawan: using crossword puzzle |27 the researcher mentioned some clues about artists in indonesia, then asked them to repeat what researcher said. then, one of the students answered that she is raisa, and the answered was correct. the next activity, the researcher asked the students to write the characteristic of people a piece of paper then, they submited their answer to the researcher. the purpose was to train the students writing skills and to evaluate the students’ understanding about material given. with the researcher , students discussed the right answers by writing the answer. the researcher asked one of the students to come forward after that researcher asked the other students to mention the characteristics of the student. the students answered then, they mentioned that she or he has white skin. one of students also mentioned that the student was short but diligent. the teacher gave a text for the students and asked to identify the generic structure. teacher : “okay students, do you remember the previous lesson? students : “yes, miss. identification and description”. teacher : “good. now, i will give you a text and you should identify the generic structure. do you understand?”. students : “yes, miss”. the researcher asked the students about the generic structure of descriptive text. after that the students answered that descriptive text which consisted of identification and description. and the researcher gave a text to the students and asked them to identify the generic structure. in the closing activity, the researcher gave summary about the lesson as feedback and discussed about the students’ difficulties during the lesson. the researcher asked the students’ problem and the students answered that they did not have problem. then the researcher greeted the students as the parting. meeting two (may, 6th 2017) meeting two was conducted to continue the action of this research that has been done in the previous meeting. the teaching learning process in this meeting was also devided into 3 activities such as pre activity, main activity, and post activity. meeting two were 28 | english franca, vol. 2, no. 1, 2018 conducted on saturday, may 6th 2017 at 11.00 a.m – 12.45 p.m. two students were absent. in the pre activity the researcher greeted and checked the students attendance. the researcher asked about the materials in the previous meeting. the researcher showed crossword puzzle to students. in this research, the researcher brought the crossword puzzle from home. in main activity, the researcher gave a brief explanation about describing people. the researcher asked the students to answer the blank question based on the text given. the blank question was about description of ir. soekarno. there were ten blank questions that should be answered by the students. the purpose of the blank questions is to drill the students vocabularies and spelling.the students were drilled with several vocabularies such as l-e-a-d-e-r , c-o-u-n-t-r-y , j-u-n-e , s-e-w , s-i-x-t-h ect. then, with the researcher, the students disscussed the answer. here was the conversation. teacher : “okay students, kalian kan sudah belajar tentang teks deskriptif. now. i will give you a puzzle and you must fill the blank space with the correct answers”. students :”yes, miss”. after the students studied about descriptive, the researcher gave the students a puzzle, then the researcher demonstrate the way to answered the puzzle. after that researcher asked the students to fill the blank space with the true answer. the researcher asked the students to identify the characteristic of crossword puzzle given (ir. soekarno). then, the students discussed together with the researcher the answers. the researcher gave a test for the students to make a description about ir. soekarno based on the characteristic that they had mention. the researcher gave 25 minutes to finish their test. in the closing activity, the researcher gave summary about the lesson as a feedback and discussed about the students’ difficulties in the material given. the researcher asked to the students whether they liked learning writing in english by using crossword puzzle. the students answered that they liked it. in the last meeting of cycle two, the researcher gave a questionnaire which consist of 5 questions. the researcher gave 5 minutes to answer the questionnaire. the students putu ngurah rusmawan: using crossword puzzle |29 collected the result of questionnaire to the researcher. then the researcher greeted the students. observing cycle two during the action in the cycle two, the researcher paid attention to what happened along the teaching learning process. it was done to know whether the students’ difficulties in improving their writing skill in descriptive text. their problem could be solved by crossword puzzle. comparing the result of the students’ writing skills by the end od cycle one and cycle two, the researcher found that the score of the students writing skills improved. the result of the analysis indicates that the revised actions in cycle two were very useful to increase the students writing skills especially in descriptive text. generally the students were active during teaching learning. the revision of the media had almost fulfilled the criteria of success. in cycle two, the students’ problem in spelling was better than cycle one because they drilled in spelling by the researcher and some of them brought dictionary. the students could understand the material after the researcher explained. the researcher always came to the students’ seat for helping the students when they had a problem. the students were enthusiast in doin their tasks and some of them tried to write a good paragraph. they also did not depend on their friends that they always tried as their capability. sometimes they asked to the teacher when they had a problem in doing their tasks. so, they were more confident with their task result. the result of observation checklist in first meeting of cycle two show that 73% students were active during teaching and learning process. it means the students activeness was improved than the previous cycle. in second meeting of cycle two showed that the students activeness towards the implementation of crossword puzzle was about 88%. it means the students gave good attention during teaching. the reseracher also gave a questionnaire for the students in the of cycle two. the results showed that 82% of the students choosed “yes” while 18% of the students choosed “no”. it means that the students had positive response towards the implementation of crossword puzzle which was improved than the previous cycle. in cycle one, it showed that the students positive response was about 55,2% but in cycle two showed that 82% of the students gave positive response towards the implementation of crossword puzzle. 30 | english franca, vol. 2, no. 1, 2018 reflecting of cycle two after observing and conducting in the cycle two, the researcher compared between cycle one and cycle two. it got improvement in cycle two. using crossword puzzle was able to facilitate the students to improve the students’ writing skills. crossword puzzle also could help the students building idea and constructing a good paragraph. crossword as media was needed to solve the students problem in teaching writing. it could improve the students vocabulary and was one alternatives which had been proved to provide a meaningful and memorable classroom atmosphere. there were three students that got score under 76. related to the colleted data showed that 88,4% students reached the criteria of success therefore, using crossword puzzle as the media for describing people in the cycle two was more effective than before. based on the criteria of success, the researcher was necessary to stop the research because the researcher could solve the problem. di scu ssion based on the result in cycle one, the researcher found some problems that made this research failed. first, the students still made wrong choice of vocabulary. second, the students felt shy to write some sentences on the whiteboard. then, the students were confused to construct a good descriptive text. it supported by brown (2007) that the students have to pass some components of writing test required in writing. the components are content, organization, vocabulary, grammar, and mechanical. one of them is that the students’ weakness in the first cycle is in vocabulary. not all the students could describe animals well, the result of the test at the end of the first cycle showed that 25 students got under 76. it was not successful because it was still below criteria of success which required at least 76 as minimum score. based on the reflecting of cycle two, the improvement of the student’s skill in writing descriptive text was shown by score obtained on the written test at the first and second cycle. in the cycle two, there were 27 students who got at least or more 76. it can be concluded that all students got the criteria of success, which required at least 76 as the minimum score. putu ngurah rusmawan: using crossword puzzle |31 based on the result in cycle two, the researcher found some aspect that made this research successful. first, the researcher explained about new theme and also more extensive drilling vocabulary to the students. the drilling vocabulary is good for repetition and memorization (richard, 2001: 62). the students got more new vocabularies using drill technique. the researcher presented the materials for students as they needed and she should make the drill meaningful and did not over practice. according to freeman (2011) drill technique helps the students more aware about punctuation and spelling. it made the students understood easily to the material then, the researcher used crossword puzzle as a media in teaching writing descriptive text. it made the students memorize the material given easily. it could be brought a good effect to the students became more confidence. it was proved by their improvement in writing descriptive text by crossword puzzle. it was supported by ruis (2009), the teachers should apply the media in teaching learning activities because (1) instructional media could solved the lack of the learners’ experiences (2) instructional media could reach everything out of the class (3) instructional media are created the possible direct interaction between the learners (4) media are produced some observation (5) media can be kept the basic, concrete and real concept of the teaching (6) the learners’ motivation are aroused by using media in learning (7) media were integrate the experience from the concrete things to the abstract. based on the observation checklist in the first meeting of cycle two, the students’ activeness improved 60%. it was greater than in the cycle one. it means that the crossword puzzle was successful in making the students paid attention to her instruction. and in the last meeting of cycle two, the students’ activeness had increased about 72%. it was greater than the first meeting, so the students students could reach the criteria of success. here the researcher using crossword puzzle to increase the students’ writing ability in descriptive text gave positive effects to the students. it was shown from result of the students’ writing score from cycle one and cycle two. in cycle one, there was 58% students active and 42% students passive in meeting one. while in meeting two there was 71% students active and 29% students passive. in the end of the cycle, the researcher gave the test to measure the students’ understanding in descriptive test 32 | english franca, vol. 2, no. 1, 2018 using crossword puzzle. the student got average score 69,7%. it means that the researcher failure to reach criteria of success. in the cycle two, there was 79% students active and 21% students passive in meeting one. while there was 87,5% students active and 12,5% students passive. the researcher also gave the test in the end of cycle two and the score average of the students was 75,8%, the students have reached the criteria of success. there was improvement from cycle one to cycle two. it could be concluded that crossword puzzle was suitable and it could improve the students’ writing descriptive text. conclu sion based on the findings and discussion in previous chapter, the researcher concluded that the students’ writing skill in descriptive text at smp negeri 5 pasuruan could be improved by using crossword puzzle. it was proven by the improvement result of the post test in the first cycle and the second cycle. the improvement of the students’ writing skill can be seen from the students activity in the class. in cycle one, the percentage of the students activity was 60% students active and 40% students passive in meeting one. while in meeting two percentage of student’s activity was 72% (students active) and 28% (students passive). in cycle two, the percentage of the students activity was 76% students active and 24% student’s activity was 86% (students active) and 14% (student’s passive). the students’ score increased from cycle one to cycle two. in cycle one the percentage of students’ score was 69,7%. while in cycle two the percentage of student’ score two was 75,8%, it mean that the student have reached criteria of success. therefore, the researcher did not need to continue to the next cycle. putu ngurah rusmawan: using crossword puzzle |33 referen ce s akbar, sa’dun. (2008). penelitian tindakan kelas. yogyakarta: cipta media brown, h.d. (2007). teaching by principle: an interactive approach to language pedagogy, second edition. new york: san fransisco state university. davis tricia, m., et al (2009), reviewing for exams: do crossword puzzle help in the success of students learning, the journal of effective teaching, vol. 9, no. 3, 2009, 4-10. dewi, n.r. (2010). the effect of using crossword puzzle in improving students’ writing descriptive text of mts hidayatullah mubtdi’in sidodadi tempurejo jember. unpublished thesis. tempurejo: faculty of teacher training and education islamic university of jember. harmer, j. (2007). the practice of english language teaching (4th ed). new york: longman. nikmatul, huda (2015). using crossword puzzle game to improve the students’ writing skill in descriptive text at the first grade of mts darun nur rukem pohjentrek pasuruan. unpublished sarjana thesis. stkip pgri pasuruan. rahmawati, h. (2013). definition, characteristics, and example of narrative, descriptive and expository text, (online), (http://hanifarahmawati.wordpress.com/2013/06/20/definit ion-characteristics-example-of-narrative-descriptive-andexpository-text), accessed on march, 18th 2014. ratnasari, s. (2009). applying autonomous writing instruction model to improve the second year students’ writing skill of sman 7 malang. malang: unpublished thesis. state university of malang. ruis, nuhung, muhyidin & waluyo, tri. (2009). instructional media. jakarta. ministry of education directorate general of quality improvement of teachers and education personel. (online) (http://www.uab.edu/instructionalmedia/cdm/media.htm). accessed on april 18th 2017. solikha, abidatus (2014). using crossword puzzle to improve students’ writing descriptive text at seventh grade of smp islam mamba’ul ulum al mubarok jabon sidoarjo. unpublished sarjana thesis. stkip pgri pasuruan. http://hanifarahmawati.wordpress.com/2013/06/20/definition-characteristics-example-of-narrative-descriptive-and-expository-text http://hanifarahmawati.wordpress.com/2013/06/20/definition-characteristics-example-of-narrative-descriptive-and-expository-text http://hanifarahmawati.wordpress.com/2013/06/20/definition-characteristics-example-of-narrative-descriptive-and-expository-text http://hanifarahmawati.wordpress.com/2013/06/20/definition-characteristics-example-of-narrative-descriptive-and-expository-text 34 | english franca, vol. 2, no. 1, 2018 suyanto, kasihani k.e. 2008. english for young learners. jakarta: bumi aksara. widaningsih, rini. (2009). increasing vocabulary mastery using crossword puzzle technique in inclusion program in sd negeri kaloran wonogiri. unpublished s1 thesis. surakarta: muhammadiyah university of surakarta. zuhria, dwi n. (2013). improving the students writing ability on narrative text by using picture series at the first grade of smp as-sakdiyah tongas probolinggo. unpublished s-1 thesis. pasuruan: english department. stkip pgri pasuruan. english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4109 overlap in efl learners' online casual conversation: how men and women differ aldha williyan institut pendidikan dan bahasa invada cirebon alwilliyan@gmail.com abstract the covid-19 pandemic is thought to have changed the way people communicate in society. it has ushered in a new way of living that is fully conducted online. it urges this study to concentrate on examining online communications, particularly men's and women's online casual conversations. the qualitative approach was employed to accomplish this. three basic processes were carried out in greater depth. the first step was to tape the dialogue, which was transcribed using the theory of eggins & slade (1997). to strengthen the data, an unstructured interview was conducted (mackey & gass, 2005). finally, to expose the phenomenon of overlap, the data were evaluated using theories proposed by numerous experts, such as schegloff (2000), cogo & dewey (2012), yule (1996), and many more. the results were afterward developed into rich verbal descriptions. analysis shows that men's and women's online casual conversations have different patterns of overlap. this can happen because of the influence of what they have received throughout their lives about how to be a man and a woman. the gender values they get from their environment greatly affect how they communicate and interact with others. keywords: overlap, casual conversation, men, women introduction humans require communication or conversation to function. the conversation is the principal place for the enactment of social ideals and connections, which explains its importance in human discourse (thornbury & slade, 2006). they are accustomed to utilizing language to communicate with one another, whether it is one individual to another, one individual to a group, or one group to another (eggins & slade, 1997). according to syafryadin et al. (2020), the communication that occurs throughout the discussion must be communicative for the speaker and hearer to comprehend each other. in daily communication, such as mailto:alwilliyan@gmail.com 2 | english franca, vol. 6, no. 1, 2022 between the client and the clerk, buyer and seller, student and instructor, and other types of conversation fields. there is not a single person on the planet who is not engaged in some form of communication. communication has an increasingly important function in human life as it becomes more sophisticated. interacting with others, solving difficulties, and forming positive connections are all directly tied to communication. additionally, humans are social beings who rely on one another and are intertwined with their surroundings. communication is the sole way to interact with others in their surroundings, both verbally and nonverbally. language is the only way for people to converse with one another in everyday life, whether at home, in institutions, in society, or anywhere else. someone's aspirations, educational background, customs, and even native regions or nations can be deduced from their language. language is a culture that each group or nation owns. someone's principles, attitudes, and memories of schooling are reflected in their language (apriani, et. al, 2019). continuous practice is required to utilize language correctly and efficiently since language is an applicable item or something that must be practiced consistently (apriani, et. al, 2019). the use of language in a conversation is rich in unique phenomena. things like overlapping phenomena in conversation, the social context that influences language choice, and pragmatic meanings made by speakers make a conversation particularly rich in terms of learning opportunities. these phenomena will differ greatly depending on whether the person speaking is male or female. furthermore, the covid-19 pandemic is thought to have altered society's communication patterns. all previous societal habits have been altered as a result of the pandemic's consequences. many activities have been affected as a result of the pandemic's global expansion, including schools, work, the economy, and business. many people's habits are also shifted as a result of it. there are no longer any get-togethers, institutions are transitioning to virtual courses, and many businesses are embracing work-from-home programs (teodorovicz et al., 2021). the pandemic has altered how people work and socialize, especially how events are organized. however, there are other lessons to be learned from this disaster, including the importance of spreading positive information and other useful resources. as a result of this predicament, a remedy has emerged, namely the appearance of a healthy and human form of digital culture (williyan & sirniawati, 2020). this pandemic has ushered in a new style of life that takes place entirely online. the preceding arguments demonstrate that the sphere of online communication is experiencing a favorable trend (nguyen et al., 2020). aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-3 this is enough to entice academics to explore this area further. furthermore, if the focus is aimed at something more specific, the scenario will become more engaging. as a result, the focus of this research is on the overlapping occurrences in women's and men's communication. however, research in this field is not new. many prior researchers in this sector have effectively presented their findings. some of these papers served as a source of inspiration for this study. in “using synchronous online discussion to develop efl learners’ productive skills: a case study”, a pretest-posttest quasi-experimental approach was used by nguyen & pham (2020). the research project involved thirty students from danang university of medical technology and pharmacy. between the beginning and the end of the semester, both groups improved significantly in their speaking and writing abilities. then, according to lee (2020), in “why do we overlap each other?: collaborative overlapping talk in english as a lingua franca (elf) communication", the overlap is frequently regarded as a violation of the one-at-a-time principle. speakers in english as a lingua franca (elf) interactions use dynamic overlapping conversations to accomplish cooperative and supportive turn-taking. when speakers make backchannel, echoing responses, and utterance completion, they overlap. williyan (2020) aims to investigate efl learners' casual communication in "exploring efl learners' casual conversation." spontaneity, interaction, interpersonally, coherence, and assessment are the only aspects of the study that are examined. the data are natural occurrences that are gathered in three steps: recording, transcription, and qualitative analysis. lastly, xia, (2013) focused on the variations between men and women in terms of pronunciation, intonation, vocabulary, grammar, etiquette, attitudes, and nonverbal distinctions in language use in her paper, "gender differences in using language." these studies demonstrate how appealing the area of conversation is. however, there has not been much research done on the phenomena of overlap in women's and men's online conversations. it has received less attention. as a result, the goal of this research is to uncover the disparities between men's and women's online interactions, particularly in terms of overlap. this study is expected to contribute to the advancement of knowledge in the field of casual conversation research. 4 | english franca, vol. 6, no. 1, 2022 theoretical framework overlap overlap is defined as simultaneous talking (thornbury & slade, 2006). in more detail, the term overlap refers to when more than one person is speaking at the same time. generally, there are four types of overlaps (schegloff, 2000). the first is what is known as "terminal overlap." in this form of overlap, the second person begins speaking when the first is almost finished with his or her sentence. the second is continuers. they are expressions like "uh-huh, mm-hm" that implies that the interlocutor desires to skip his turn and leave it entirely to the speaker, while also signaling that the speaker has not yet completed speaking. the third is conditional access to the turn, which occurs when a speaker allows the addressee to interrupt his or her conversation. for instance, requesting the speaker to take turns speaking to complete words, terms, or the name of someone whom the speaker does not recognize. the fourth is chordal or choral. this form of overlap is used to entice other participants to make utterances in response to earlier participants' utterances. the laughter that can motivate other participants to join in laughing welcomes and congratulations in reaction to excellent news are examples of this type. reasons behind an overlap in general, yule, (1996) splits the overlap function into two types: solidarity overlap and competitive overlap. most young speakers employ solidarity or closeness overlap as a function of language to communicate solidarity or intimacy when expressing it, or as a highly valuable togetherness value between them. sometimes the overlapped conversation of younger speakers looks to be a show of solidarity or closeness of view on similar topics (yule, 1996). aside from the fact that overlap conveys proximity, the speakers may appear to be conversing, but they are contending for the floor (yule, 1996). when this happens, the speakers appear to be conversing normally, but they are battling for the right to talk. this is called a "speech cut," and it's frequently followed by a louder reply from the original speaker. simultaneous speech can therefore be classified as "cooperative" or "competitive," according to cogo & dewey (2012). during another speaker's turn, cooperative overlapping occurs, but it does not attempt to claim the floor. in other words, there is no indication from the discourse that the interlocutor intends to say anything else or contend for the floor. instead, competitive overlaps consist of talking while the major speaker is speaking, which can result in interruptions. in this scenario, the aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-5 principal speaker relinquishes the floor before he or she expected to. finally, williyan (2020), in keeping with the prior interpretations, claims that interlocutors willingly overlap. others are done unintentionally as a result of the interlocutors' misjudgment of an impending shift. women and men in the conversation women and men use language in different ways, but the feminine gender is considered better at it than the male. it is because a female can master the majority of a language. languages have traditionally been associated with women, so it is no surprise (fontecha, 2010). women have superior language skills (porter, 2005). women are more powerful than men when it comes to using language, and one of those areas is linguistic ability. it is also backed up by another expert (hyde & mckinley, 1998), who claims that men have more difficulty with verbal abilities than women. as a result, one of the reasons why language is the one area where women can outperform males is because of this. when it comes to language, women are likewise particularly concerned with the issue of politeness. men will communicate concerning conversational norms and straightforward factual communication, but women will communicate regarding etiquette rules, conversational implicature, and interpersonal exploration (lakoff, 1975). it is no surprise that guys loathe talking so much; they prefer to get right to the point they are trying to make or clarify. in addition, according to tannen (1994), women are frequently interrupted in discussions by men. on the other hand, men are more likely to interrupt a discussion than women. it is because they want to be perceived as someone who can command a conversation. meanwhile, women rarely, if ever, interrupt the opponent's speech. it is no wonder that men dominate conversations by interrupting their opponents and delivering their messages more effectively (sunderland, 2006). it is impossible to provide a universal explanation of how women and men interact, whether through spoken or written language. the reason for this is that what one civilization considers masculine or feminine may not be the same in another (wardhaugh & fuller, 2015). moreover, female and male roles evolve and vary over time, depending on society's perspective (archer & lloyd, 2002). research methodology this study's data are naturally occurring data, which are described as naturally occurring text-based materials chosen by a researcher to use for 6 | english franca, vol. 6, no. 1, 2022 research purposes to answer a research question (kiyimba et al., 2019). the information was gathered via women’s and men’s online casual conversations. zoom was used as the platform for this online casual conversation. the respondents in this present study are efl learners that are divided into two groups; two males and two females. to evaluate the spoken text in this study, three basic processes are used. the first step is to tape the dialogue. the second process is to transcribe using the theory of eggins and slade (1997). to strengthen the data, an unstructured interview was conducted (mackey & gass, 2005). through interviews (seidman, 2006), researchers can gain an insight into other people's lived experiences and the significance they assign to those experiences. finally, to expose the phenomenon of overlap, the data are evaluated using theories proposed by numerous experts, such as thornburry (2005) and eggins (2005). as this study employs a qualitative approach, the results are afterward developed into rich verbal descriptions (ary et al., 2012). besides, qualitative methodology is also used as the data is gathered from the participants' actual statements or actions (fraenkel et al., 2012). results & discussion overlap in men’s and women’s online casual conversation online conversations for men and women are carried out through the zoom meeting platform. two female respondents in this study talked about their campus life, especially their relationships with friends on campus. the conversation was quite interesting, with a relaxed atmosphere. both seem very supportive of the problems that are being faced by each. on the other hand, the two male respondents in this study discussed a more complicated matter, namely the performance of the indonesian national football team in tournaments throughout southeast asia. then, they moved on to the topic of the new capital city of indonesia. their conversation is quite intense because they defend what they believe. the conversation lasted approximately 10 minutes. in that period, there were 131 turns in female online conversations and 139 turns in male online conversations. overlaps often occur in their online conversations. the table below shows complete data on the overlap that occurs in the two online conversations. aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-7 table 1 overlap in men’s and women’s online conversation terminal overlap continuers conditional access to the turn chordal or choral women’s online casual conversation 62% 36% 2% men’s online casual conversation 70% 25% 5% from the table above, the percentage of occurrences of the four types of overlap is presented. all four are types of overlap initiated by schegloff (2000). the emergence of the four types of overlap has something in common. in both women's and men's online casual conversations, terminal overlap dominates, followed by continuers, conditional access to the turn, and chordal or choral overlap, which do not appear at all in both online conversations. the female respondents in their online casual conversation did a terminal overlap of 62%. it means the second female respondent started to overlap the conversation when the first female respondent almost completed her utterance. below is excerpt 1 that shows the example of terminal overlap in women's online casual conversation. the first and second female respondents are coded as f1 and f2. meanwhile, the overlap is coded with the symbol ==. f1 why he left our college… i think… ummm i caused it, maybe, ==i don't know. f2 ==i think he had another reason. based on excerpt 1 above, it is indicated that f2 began saying i think he had another reason just as f1 was saying i don’t know. f2 started to overlap exactly when f1 almost finished her utterance. in addition, the second type of overlap, continuers, occurs 36% in women's online casual conversation. below is excerpt 2 that shows the example of continuers in women's online casual conversation. 8 | english franca, vol. 6, no. 1, 2022 f1 oh yeah, i remember something. so i and this person argued not too long ago ==because of something f2 ==umm hmmm f1 actually yeah i think for him it's a small matter but it was kind of big for me and the problem that he makes was kind of… you know... too fatal to do. excerpt 2 above shows the moment when f2 did the continues to overlap f1. the expression of umm hmmm was stated just as f1 was saying because of something. it implies that f2 desires to skip her turn and leave it entirely to f1, while also signaling that f1 has not yet completed speaking. lastly, the female respondents also did the overlap using conditional access to the turn with only 2%. an example of it can be seen in excerpt 3 below. f2 let’s call him… what should we call him? ==ummm… f1 ==mr.x f2 just call him "mr.x", yeah it can be seen in excerpt 3, that f1 began saying mr.x just as f2 was saying ummm. it occurred because f2 allows f1 to interrupt her conversation. f1 took turns speaking to complete the utterance of f2. similarly, the overlap done by the male respondents in their online casual conversation was dominated by terminal overlap with 70%. it means that the second male respondent began to overlap the dialogue when the first male respondent had almost finished his remark. the example of terminal overlap in men's online casual conversation is shown in excerpt 4 below. m1 and m2 are the codes for the first and second male respondents, respectively. m1 i believe we need a world-class coach to be able to help our country ==win something. m2 ==no, i don’t think so. the problem is the players and the indonesian league. m2 began responding no, i don't think so just as m1 was stating win something, according to excerpt 4 above. m2 began to overlap just as m1 was about to finish his sentence. furthermore, in men's online casual conversation, continuers which is the second type of overlap occurs at aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-9 25%. the example of continuers in men's online casual conversation is shown in excerpt 5 below. m1 my favorite goal of the tournament is of course the one scored by arhan. that was == a super goal. m2 ==umm hmmm m1 he for me should play somewhere abroad. m2 did the continuer to overlap m1 shown by excerpt 5 above. m1 said super goal while m2 was expressing umm hmmm. it indicates that m2 wants to forgo his turn and leave it totally to m1, as well as the fact that m1 has not finished speaking yet. finally, just 5% of the total overlap done by male respondents is conditional access to turn. excerpt 6 is an illustration of this. m2 we almost won the cup a long time ago when the captain is … who ==is he... m1 ==firman utina m2 really? was it bambang? m1 began saying firman utina at the same time m2 was saying, is he? it can be seen in excerpt 6. m2 allowed m1 to interrupt his talk, which caused this to happen. m1 took turns speaking to finish m2's utterance. reasons behind the overlaps in men’s and women’s online casual conversation in this study, it was found that the reasons for the overlap in the conversations consist of two things, namely cooperative and competitive reasons. cooperative reasons dominate the women’s online casual conversation, although there are some moments where they bring up competitive reasons. the woman is more likely to overlap with the goal as a show of solidarity or closeness. on the other hand, the overlap that occurs in men's online casual conversation mostly occurs as a result of competitive reasons. the conversation looks normal, but they are fighting for the right to speak and competing for the floor. below is the table that shows how the respondents overlap. 10 | english franca, vol. 6, no. 1, 2022 table 2 cooperative and competitive overlap in online casual conversation cooperative overlap competitive overlap women 90% 10% men 22% 78% the table above reveals that the majority of overlap done in the women's online casual conversation was done cooperatively with 90% and competitively with 10%. meanwhile, the competitive overlap dominated the overlap in the men’s online casual conversation with 78%. the remaining 22% of the overlap appeared as the cooperative overlap. below is excerpt 7 that shows how the female respondents overlapped cooperatively. f1 he felt mad or something because i and my friends are kinds of… i don't know... ==i did not bully. f2 ==umm hmmm f1 we didn't bully him, we just gave him words to make him aware that he made a big mistake. but yeah, you know what happens. f2 overlapped f1 using the continuers, namely the expressions of umm hmmm. the goal of it is to show solidarity or closeness between the speakers. excerpt 7 above is one of the examples of cooperative overlap done by using continuers. the female respondents also overlapped cooperatively with the positive and negative agreement as shown in excerpt 8 below. f1 i can't tolerate it anymore. so yeah i had to give him some speech. i had to give him some speech honey not gonna lie though, not gonna lie, i had to give him ==some speech. f2 ==i’ll say f2 began expressing the expression of positive agreement, i’ll say, just as f1 was saying some speech. excerpt 8 below displays another example of negative agreement to overlap cooperatively. f1 i don't get it ==why this can happen. f2 ==neither do i aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-11 it is seen that the expression of negative agreement, neither do i, was used by the speakers to cooperatively overlap the turn. last but not least, the speaker often affirms the previous speaker to cooperatively overlap. it is shown in excerpt 9 below. f2 i don't know why should i do it? doesn’t make sense. i tell you right now, doesn’t make sense, ==right? f1 ==doesn't make sense. f1 began saying doesn’t make sense obviously, just as f2 was saying right. the cooperative overlaps in men's online casual conversation were done similarly. some of them are done with affirmations, positive or negative agreement. meanwhile, competitive overlaps were done by using a disagreement. both men and women did it in their online casual conversation as shown in excerpt 10 below. f2 i believe we need a world-class coach to be able to help our country ==win something. f1 ==no, i don’t think so. the problem is the players and the indonesian league. m1 began expressing the expression of disagreement, no, i don’t think so, just as f1 was saying win something. it is undeniable that these things can happen because they are male and female. the family at home has planted the role of how males and females should be since the beginning of their lives (ridgeway, 2011). the values of being female and male that are obtained from society every day and which are taught by parents from an early age greatly affect how they behave in interacting, one of which is during online casual conversation. since the beginning of their lives, males were given balls, sword toys, and other toys as gifts, and they use those toys in games (ridgeway, 2011). meanwhile, the woman is the opposite. toy domestic appliances and dolls are provided to girls so that they can model themselves after their moms and other women who are still predominantly responsible for household and childcare activities and develop a personal repertoire of caring and domestic behaviors (burr, 1998). through the interview, it is revealed that the same experiences were also felt by the respondents of this present study. the purpose of the interview was for the researcher 12 | english franca, vol. 6, no. 1, 2022 to learn about the male and female roles of the interviewees. the results of the interview demonstrate that the respondents' families and society still follow the conventional model, with women staying at home to handle chores and males working outside the home. this is what makes the fact that, culturally, it is difficult to shift society's perspective that, regardless of their occupations, women are responsible for the care and well-being of their children, as well as the formation of a home (ridgeway, 2011). this circumstance has an indirect impact on their language use, as women overlap as a display of solidarity or closeness, whereas men overlap competitively. the major foundation and cause of the difference between why women overlap and why men overlap in online casual conversation are how the family at home and people in the social design the roles of males and females from the beginning of their lives. the role of females and males is constantly negotiated in family interactions (tannen, 2003). a boy's mind is ingrained from an early age that a man must be strong, not whiny, and resilient. he will be a leader. this perspective may cause a man to be interested in external matters such as building garages, having battles, and other difficult themes (lakoff, 1973). in contrast, since they were children, the women have been taught by their parents to be considerate creatures who care for others. they have been shaped to be more interested in the emotive standpoint. women, on the whole, prefer to talk about their relationship as a topic of communication, spoken or written, but men prefer to talk about their competitiveness as a way of demonstrating their honor (tannen, 1994). therefore, it's not surprising that this study discovers that, in general, women overlap in online casual conversation to express solidarity or closeness, whereas men overlap to compete. a productive dialogue between interlocutors must follow a set of principles or rules (syafryadin, et. al, 2020). the men communicate in a straightforward, factual manner (lakoff, 1973). they are reasonable people because they were not created by society to be thoughtful from the beginning of their lives. as a result, they will say exactly what they want to say. no wonder, they frequently compete with one another. they do not seem to mind that their interlocutors have not completed speaking yet. they will speak up if they believe it is beneficial to them. women, on the other hand, say something respectfully (lakoff, 1973). they will, in reality, use the most effective phrase, preventing the opponents from reacting badly. therefore, they tend to overlap cooperatively. they place a premium on the time they spend conversing with their interlocutor. when the opponent's turn is over, they will talk. even if they do overlap aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-13 in conversation, they will not do so to tear the other person down; instead, they will endeavor to keep the dialogue cooperative. it is human nature to be selfish or act under one's desires. these desires, however, are controlled by agreements and rules because humans are social beings who live with other humans. in a conversation, this is also true. the speaker cannot speak at will, or the speaker and the interlocutor would misunderstand each other. the realities on the ground, on the other hand, frequently demonstrate the opposite, with each speaker following his ego. they desire to demonstrate that they are more capable and knowledgeable than the other person, especially if they are a man. males want to be in charge of a conversation (sunderland, 2006). through the interview process, the male respondents in this study indicated that they had imprinted in their thoughts how to be a competitive man who constantly wants to do their best to attain certain goals in life. by competitively overlapping the topic, this indirectly causes their desire to stand out more in a conversation. the distinction between male and female duties is not just taught at home. schools, as the second most important site where students spend the majority of their time, play an important part in teaching children how to be men and females, either directly or indirectly. schools aid in the formation of sex-role socialization theorists, or those who study how people learn to play male and female roles in society (bank, 2007). it is no secret that teachers use different approaches for boys and girls. since elementary school, they have been taught that a woman must be motherly and kind. as for the male students, the teachers always advise them to have a strong image. the man continues to demonstrate hegemonic masculinity through his choice of topics (cars, fights, sports), focus on achievement (in fighting or sports), and development of a tough image through the use of swear words and appeal to violence (coates, 2004). conclusion the overlap analysis in men's and women's online casual conversation has been presented. the analysis shows that the types of overlap that appear in men's and women's online casual conversations are terminal overlap with the most dominant percentage of occurrences, continuers in second, conditional access to the turn in third, and chordal or choral with 0% occurrence. furthermore, female respondents in this study tend to do cooperative overlap by using the expression of positive and negative agreement, as well as affirmation. meanwhile, the 14 | english franca, vol. 6, no. 1, 2022 competitive overlap is more dominantly carried out by male respondents through expressions of disagreement. this can happen because of the influence of what they get throughout their lives, especially about how to be a man and a woman. the gender values they get from their environment, such as home and school, greatly affect them in communicating and interacting with others. lastly, this study offers many other issues related to women and men efl learners' online casual conversations for future research. researchers can fill the gap by conducting the study to investigate other phenomena in this field. they can conduct research focusing on politeness, conversational implicature, or speech act in efl learners' online casual conversations. last but not least, it is also wide open for the researchers to be concerned 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(1996). pragmatics. new york: oxford university press. https://doi.org/10.4324/9780429424465-5. https://doi.org/10.4324/9780429424465-5 18 | english franca, vol. 6, no. 1, 2022 empty page english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4117 improving students’ writing ability by using inquirybased learning model kasmaini universitas bengkulu kasmaini@unib.ac.id zahrida universitas bengkulu zahrida@unib.ac.id abstract the purpose of this study is to use an inquiry-based learning paradigm to improve the writing skills of fkip unib undergraduate english education students this is a threecycle classroom action research study. the participants in this study were 39 thirdsemester students. there are 3 instruments used in collecting data, namely observation, checklist, and test. the results of the observations showed an increase in understanding of the application of inquiry-based learning models from cycles one, two, and three. while from the checklist, it was seen that there was an increase in student activity from the first cycle to the third or last cycle. from the third instrument used to see the progress of students' writing skills, it can be seen that in cycle one the average student scores are 75 and 79 at the end of cycle 2 and 83.5 in the last cycle. from the three instruments above, it can be concluded that this inquiry-based learning model can increase the writing skills of english education study program third-semester students, fkip unib. keywords: writing, vocabulary, grammar, inquiry-based learning introduction several factors influence the success of learning including facilities, materials, time, media, motivation, learning strategies, and teaching techniques. this also happened to third-semester english education study program students. the lack of response when studying, the number of them sitting and silent in class, and the lack of questions related to the material being studied are indicators of the lack of interest and ability of students in learning. of all these symptoms, the factor of a mailto:kasmaini@unib.ac.id mailto:zahrida@unib.ac.id 100 | english franca, vol. 6, no. 1, 2022 teacher plays a very important role in being able to improve it. as stated by paulina: 2005 that the factors of freedom, responsibility, decision making, self-direction, psychological, physical, memory, and motivation are factors that influence students in learning. from this theory, it can be concluded that motivation is one of the many factors that influence learning success. in this case, a lecturer can provide encouragement or motivation to students in mastering something. concerning motivation, a lecturer can apply an appropriate approach, method, strategy, or technique and model to his students. in this case, the researcher saw the lack of ability of the third-semester students of the english education study program in writing, especially in the genre writing course. this course is a compulsory subject for the study program and is a condition that must be followed by every student of english education. this means that if students do not pass this course, they cannot continue to other writing skills courses, namely report writing. this student's low writing ability can be seen because the researcher has been teaching this course for the past few years. this lack of motivation can be seen from the lack of questions asked according to the topic being discussed, the number of students just sitting and silent in class, not many writings that are under grammar and vocabulary choices, and the presentation of ideas that are not coherent. to overcome all the problems above, researchers will apply an inquiry-based learning model (inquiry-based learning or ibl). ibl was first proposed by piaget (sund and trowbridge, 1973) as learning that prepares a comfortable and conducive situation for students to conduct their experiments, seek answers to their questions, relate findings to one another, and compare what was found. with other people's findings. because it employs a discovery approach in which students find facts for themselves, inquiry-based writing education is good for enhancing learning the the english language in general, and particularly writing abilities, in particular, inquiry-based writing instruction helps students with prewriting tasks such as idea generation, topic discovery and clarification, and so on, exploration of information on their writing topics from various sources, explanation of discoveries or concepts gained from the exploration, and broadening their thinking (wale & bogale, 2021) by applying their knowledge to their real-world circumstances. stone (dahar, 1991) in saliman (2021) defines inquiry learning as a strategy in which students are the center of learning, for example, kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-101 in informing a group, students are given a problem or seek answers to a question in a clearly outlined procedure and group structure. this means that students are left to solve their problems by collecting related data and making their conclusions based on the facts. there are six steps of this ibl that allow the above concept to be realized. in this case, it can solve the problems faced by the thirdsemester students of english education. the first stage of orientation. here students will be conditioned on a topic that they write about and then proceed to the second stage of formulating a problem where students will be directed to be able to make several questions that will be written. then in the third stage formulate a hypothesis in which students provide temporary answers to the topic to be written. the fourth stage is collecting data, where students collect information about the topic to be written and the fifth stage is testing hypotheses. here, students compare the current data with the past to test the existing facts which they will write down and finally formulate conclusions. at this stage, students will write everything they have learned with the right grammar and word choices. from the six stages above, students are expected to be helped gradually with the ideas or things they will write so that it creates a sense of confidence in what they write because they have gone through opinion tests and comparisons with what others have written. so that at the end of writing, students can write coherently and a large number of writings with the right choice of vocabulary. despite previous research there is currently insufficient research on the impact of inquiry-based writing instruction on students' academic writing on the use of inquirybased learning, such as boudreau (2017), lee (2014), ulfah (2012), godbee (2016), escalante (2013), and ismail and elias (2012), (wahyuni and arisa carried out research (2018). the study's title is "the efficacy of the inquiry-based learning approach in increasing indonesian language learning for junior high school students in the sabbangparu sub-district." this classroom action research consists of two cycles. at smp negeri 2 sabbangparu. as a result of the application of this model, there is an effective improvement in writing texts, especially argumentative texts. ambarita and rosmita (2020) conducted a study entitled "the inquiry-based teaching method in writing skills." this study was conducted to improve students' writing skills, specifically recount text writing in the business english course. this classroom action research 102 | english franca, vol. 6, no. 1, 2022 was carried out in two cycles and the result was an increase in the average value from cycle 1 to cycle 2. the third research was conducted by mulbasari (2020). his research is entitled "the application of inquiry-based learning worksheets on comparative value and value-reversing material in mathematics learning". the purpose of this study is to determine the mathematical learning results on the comparative material of worth and reverse value by using inquiry-based learning-based worksheets. according to the findings of this study, the value increases from stage 1 to stage 6. from the description above, the authors believe that this inquirybased learning model can increase motivation, the number of ideas to be written, appropriate grammar, and the right choice of vocabulary with the context of the topic they will write about. theoretical framework teaching writing teaching writing differs from teaching reading or any other ability. writing includes various traits, including determination, clarity, concept structure, and standard language (sanjaya, et. al, 2020). teaching writing, is about teaching pupils how to articulate themselves and transmit a message to the reader, according to ur (2000). this suggests that teaching writing to children emphasizes the necessity of what we write being accepted by the reader as what we think. in other words, writing must be done slowly and deliberately while keeping to the correct principles. writing is one of four abilities that students in english education programs must learn. students should be able to express all of their ideas effectively and accurately while writing because this is the essence of writing (nurhidayat, et.al, 2021). writing can also broaden the author's expertise, allowing pupils to more freely express their opinions students should focus their efforts on diverse sorts of writing (oktavianti, et. al, 2021). this writing course is a conditional course that starts with paragraph writing, genre writing, report writing, and academic writing courses. in this study, we will apply this inquiry-based learning model to the genre writing course where students are required to write various types of paragraphs following the demands of the genre-based approach curriculum. english education students who are prospective teachers are required to master the concepts and practice kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-103 of making various types of text (the genre of writing) because they will teach these types of paragraphs or texts at school. text types in the writing genre include narrative text, exposition, argumentation, persuasion, and description. each of these fiveparagraph types has advantages and disadvantages. descriptive essays provide a social purpose by describing people, objects, and places; their general structure explains the phenomena discussed; and their descriptions describe the components, features, and characteristics of what is described. the present tense is most commonly employed. these features, of course, do not apply to other genres of writing, such as tales, which often utilize the past tense. concept approach genre the concept of "genre" is not new. this observation can be heard in a variety of contexts, including friday sermons, presidential addresses, singing competitions, and casual conversations between mothers. because each genre has its own audience, distribution method, substance, and goals, each of these examples represents a different genre. in general, genre refers to a style or type (paltridge, 2001). a genre, in other words, is a type of literature that has a predefined pattern or style of delivery as well as a specific purpose, target, or reader. paltridge (2001) defines approach as "the concept of language and language development that drives the specific approach or technique." as a result, the genre approach may refer to a language teaching method that focuses on text types. the genre technique, according to hyland (2004), is one of the most important and well-known concepts in language instruction as a result, because it provides a framework for evaluating communicative situations, the genre technique is especially useful in language teaching. this teaches students or language learners how to effectively communicate, in this case via writing. students must attach what they write to the place in which and about which they are writing in this genre method. this context is what enables a piece of writing to successfully converse with the reader's inquiry-based learning model. piaget discovered an inquiry-based learning approach (sund and trowbridge, 1973), in which the learner or pupils are permitted to conduct their experiments in which they perceive for themselves what is occurring, do it themselves, and use particular symbols to find answers to questions. ask questions, discuss facts, compare findings, and create or draw their conclusions in other words, under this paradigm, students are given the flexibility to create ideas that they will 104 | english franca, vol. 6, no. 1, 2022 progressively develop while being coached by a lecturer or motivator to optimize their talents. there are six steps of this inquiry model, namely: orientation: at this stage, the teacher prepares conditions conducive to learning and provides topics to be studied, what are the goals to be achieved, and prepares students to use the inquiry-based learning model. formulating the problem: in this step students or learners are given a topic and provoked to discuss the topic. formulate the hypothesis; at this step, students are asked to find temporary answers to the given topic and the lecturer or teacher will ask questions that lead to student answers. collecting data: at this stage students are asked to find as much information as possible to test the hypothesis or temporary answers they have found. here students are asked to develop their intellectual abilities so that they can direct all their thinking potential. testing hypotheses: here students are asked to test existing hypotheses and compare them with previous data and then explain them. on the other hand, they must be honest and confident so that they can test their hypotheses based on data and facts. formulating conclusions: in this last stage, students present their findings. application of inquiry-based learning model in teaching writing this inquiry-based learning model is thought to be capable of improving the writing quality of english education study program thirdsemester students. here's how it's implemented: orientation: at this stage, the researcher prepares conditions conducive to learning and provides topics to be studied, what are the goals to be achieved, and prepares students to use the inquiry-based learning model. formulating the problem: in this step students or learners are given a topic about the argumentative text and they are asked to discuss the topic of the text. formulate hypotheses; at this step, students are asked to find answers to the characteristics of argumentative texts. collecting data: at this stage students are asked to find as much information as possible to test the definition of the argumentative text that has been obtained. testing the hypothesis: here students are asked to present the definitions and characteristics of existing argumentative texts and compare them with the definitions of other types of texts such as narrative. formulating conclusions: in this last stage, students present the definition, generic structure, linguistic features, and purpose of the recount text correctly. kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-105 research methodology this is an example of action research in the classroom. this type of research aims to improve the location of learning practice. according to mills (2003), classroom action research is a systematic examination conducted by teacher-researchers to learn about how their unique school operates, how they teach, and how successfully children learn. the information is gathered to gain insight, encourage positive changes in the school environment and educational practices in general, and improve student outcomes. this is a three-cycle project of classroom action research. each cycle has four steps: preparation, activity, observation, and reflection. the researcher's primary research instrument is his or her role as a professor in the genre writing course. other tools include observations, checklists, and tests performed after each cycle. these strategies are used to achieve intended responses in writing or writing. observation is a strategy in which students observe and focus on topics about their development in utilizing accurate syntax, tense, and vocabulary when writing in class. according to cresswell (2005), a test is a sequence of questions or exercises designed to assess an individual's or group's skills, knowledge, intellect, abilities, or talents. the exam that will be performed after each cycle is a test of writing the text of the specified kind. heaton's hypothesis will be used in the evaluation. this test's validity and reliability are based on expert validity, which is provided by researchers and partners (research members). the comparative descriptive analysis method was used to analyze the results of the checklist observations. the heaten method was used to analyze the writing test results. results & discussion result table 1 student understanding of the inquiry-based learning model no express opinions asking comment cycle 1 5 persons 4 persons 3 persons cycle 2 16 persons 5 persons 6 persons cycle 3 21 persons 11 persons 7 persons 106 | english franca, vol. 6, no. 1, 2022 tabel 2 student activity during the application of the inquiry-based learning model cycle i cycle 2 cycle 3 12 26 39 tabel 3 results of writing test cycle 1, cycle 2, and cycle 3 no name score cycle 1 score cycle 2 score cycle 3 1 absn 1 75 80 85 2 absn 2 73 75 80 3 absn 3 70 80 90 4 absn 4 78 75 86 5 absn 5 77 75 87 6 absn 6 79 70 80 7 absn 7 70 80 85 8 absn 8 74 79 84 9 absn 9 73 80 85 10 absn 10 77 78 89 11 absn 11 77 78 85 12 absn 12 74 75 86 13 absn 13 75 77 80 14 absn 14 78 85 90 15 absn 15 73 90 92 16 absn 16 78 89 90 17. absn 17 78 79 87 18 absn 18 77 79 86 19 absn 19 71 76 80 20 absn 20 77 82 85 21 absn 21 74 75 78 22 absn 22 73 78 79 23 absn 23 75 75 78 24 absn 24 73 85 86 25 absn 25 78 85 86 26 absn 26 70 75 76 27 absn 27 77 80 83 kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-107 28 absn 28 75 77 79 29 absn 29 66 75 78 30 absn 30 76 78 80 31 absn 31 73 78 80 32 absn 32 75 77 78 33 absn 33 77 80 81 34 absn 34 80 83 86 35 absn 35 78 80 83 36 absn 36 76 78 84 37 absn 37 78 80 83 38 absn 38 70 75 83 39 absn 39 79 86 87 average 75 79 83.5 tables 1–3 illustrate a growth in the number of students participating in the application of the inquiry learning model, as well as their level of grasp and capability of the model. this is owing to the alterations that take place during each cycle. changes that occur as a consequence of thought after each cycle. if the results of the three instruments mentioned above do not meet the success indicator requirements at the end of each cycle, the researcher modifies the action steps or conducts activities. these modifications are reflected in subsequent cycles. cycle 1 1. planning a. using the inquiry learning model, create activities to be used during the teaching and learning process. b. provide text models that will be used in the teaching and learning process (recount) as well as with their characteristics such as social functions, generic structures, and language characteristics. c. divide students into groups d. students write on their own. 2. action a. the lecturer describes the context and characteristics of the text models. b. the lecturer provides text examples that will be used as models (recount text). c. discuss the model text's title and ideas. 108 | english franca, vol. 6, no. 1, 2022 d. in class and group discussions, discuss the text's main points. e. after assessing the students' readiness, they were instructed to locate their titles and write them individually. f. students sort from ideas and arrange them into complete writing with the characteristics of the recount text that has been discussed. g. the lecturer collects student writings for correction. 3. observasi a. other lecturers and research members observe researchers' learning processes, and vice versa when research members teach other lecturers to observe. b. the observer completes a checklist on the observation sheet. 4. refleksi a. the team examined the findings of direct observations, the checklist of observation sheets, and student writing to determine the depth of the problems in this first cycle and to plan remedial activities for the next cycle. the findings of the first cycle revealed that 12 pupils participated in this learning. this is corroborated by the table, which shows that 5 students voiced their thoughts on this inquiry learning methodology. this action suggests that students are interested in this model. four students inquired about this model at the same time. they believe that this is a model that will assist them in penning down their ideas. three students remarked on this model at the same time. based on these statements, it is clear that they must employ this paradigm. according to the exam results from this first cycle, the average student score is 75. this demonstrates that third-semester pupils' writing proficiency remains low. this means that not all students can write correctly with sentence structure and word choice. they have generally been unable to write coherently. the researcher and his team made changes based on the results of the three aforementioned instruments, such as requiring students to remain in their groups, though the number was reduced to three. the title is discussed or corrected by one person, while the sentence structure (grammatical elements) and word choice are examined by the other. kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-109 cycle 2 1. plan a. create activities to be carried out during the teaching and learning process using the inquiry learning model. b. make text models available for use in the teaching and learning processes (procedure text). c. form groups of three pupils. d. students write independently 2. action a. the lecturer describes the procedure text's context as well as its characteristics such as social function, general structure, and linguistic characteristics. b. lecturers share examples from procedure text. c. discuss the title and ideas in the procedure text. d. discuss the components of the text above in class and group discussions. e. after seeing the students' readiness, they rewrote the text that had been discussed using the inquiry learning model. f. students sort from ideas and arrange them into complete writing. g. the lecturer collects student writings for correction. 3. observation a. other lecturers and research members observe the researchers' learning process, and research members teach other lecturers how to observe. b. the observer completes a checklist on the observation sheet. 4. reflection tables 1, 2, and 3 demonstrate that the number of students interested in and capable of creating greater recount texts is increasing. it can be seen that 27 students took part in this e-learning. this is demonstrated by the presence of students who voiced 16 people's opinions, asked 5 people questions, and remarked on 6 individuals. when compared to the exam results after cycle 2, it can be noted that the average score of pupils has increased to 79 from 75. this indicates that pupils' writing talents may be improved in four areas. this does not fulfill the success standards established by researchers, where the average student writing score from the three metrics listed above is in the region of 80. as a result, researchers and research participants continue to cycle 3. 110 | english franca, vol. 6, no. 1, 2022 b. the changes that will be implemented are to provide another type of text, namely narrative text. in this section, students are expected to compare the two forms of literature in groups. they will write corrections for each other. this is done to assess students' grasp of the two types of texts and to help them better comprehend and master the texts they will create. cycle 3 1. plan a. using the inquiry learning methodology, make activities that will be used during the teaching and learning process. b. provide text models for use in the teaching and learning processes (narrative text) c. divide pupils into three-person groups. d. students write independently 2. action a. the lecturer describes the narrative text's context and characteristics. b. lecturers share examples of text that will be used as models. c. discuss the title and ideas in the model text. d. discuss the components of the text above in class and group discussions. e. after seeing the students' readiness, they were asked to find their titles. f. students discuss in groups with the inquiry learning model with different member abilities. g. the lecturer collects student writings for correction. 3. observation a. other lecturers and research members monitor the researchers' learning process, and vice versa when research members educate other lecturers to observe. b. the lecturer who observes does a checklist on the observation sheet. 4. reflection. at the end of the third cycle, progress that is close to satisfying the researcher's success criteria has been made. tables 1 and 2 show that all students are learning, but those who are implementing strategies are involved in a range of activities, such as those who voiced 21 people's opinions, 12 people asked questions, and 7 people remarked. looking at these two tables, kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-111 you can see that all of the kids are interested in and comprehend the roundtable strategy the same thing happened at the end of cycle 3 with the written test results. the average writing score of third-semester english education students is 83.5. it may be inferred that the student's skills satisfied the success criteria that were devised, and it turns out that this roundtable technique has been shown to boost students' writing abilities. discussion this classroom action research was carried out in three stages. each cycle is divided into four steps: planning, implementation, observation, as well as introspection. this study was conducted on students participating in the genre writing course during their third semester of english education study. 39 students are taking part in this investigation as subjects. every wednesday from 08.00 to 09.40 wib, this course is held online (online). three instruments were employed in this investigation. according to the findings of the preceding investigations, there is an increase in student engagement throughout the first, second, and third cycles. this activity takes the shape of class attendance and active involvement. twelve students took part in the first round. this group comprises five persons who are not afraid to express themselves. this indicates that the student is curious about the researcher's learning model. these five individuals inquired as to why they should employ the inquiry learning paradigm. what are the benefits of using this model? meanwhile, four persons in the first cycle were questioned directly about the major point of the discussion that day. three folks make traditional comments. the activity in the first cycle demonstrates that third-semester students are engaged in the writing genre course, as seen by the tactics used and the learning subjects that day. based on the outcomes of the first cycle's activity, it can be determined that the class will be busy, with many students conversing, asking questions, and commenting. this task will undoubtedly improve their grasp of the content being studied, and the third-semester student will produce many perfect sentences with appropriate vocabulary and cohesive writing. the findings of cycle 2 observations show that there was an increase in the number of active students, namely 27 persons. the number of individuals increased by 15 from cycle i. 16 students shared their thoughts during class group discussions, 5 of whom posed questions and 6 of whom reacted. this figure represents an increase in 112 | english franca, vol. 6, no. 1, 2022 interest in this course as a consequence of the use of the inquiry learning paradigm. the number of active students increased in the third cycle, with 39 students participating, including 21 students who actively stated their thoughts, 11 individuals who posed questions, and 7 people who remarked. the use of the inquiry-based learning approach resulted in a large rise in inactivity in this cycle. all of the aforementioned enhancements arose as a result of using the correct steps of the inquiry-based learning model. in this case, piaget (sund and trowbridge, 1973) wherein this learning the learner or students are allowed to carry out their experiments where they see for themselves what is happening, do it themselves, and use certain symbols to find answers to their questions, connect findings one another, compare their findings and make or draw their own decisions. in other words, with this model students are given the freedom to write topics that they will gradually and are guided by a lecturer or motivator so that they can maximize their abilities. the test findings show that there is a considerable rise after cycles 1, 2, and 3. the average value after each cycle demonstrates this. the ascending numbers are 75, 79, and 83.5. in terms of the use of past tense sentences, this demonstrates an improvement in knowledge of writing grammar or sentence structure. from cycle to cycle, the use of context-appropriate vocabulary improves. the progressively unified writing written by the third-semester student in this english education study program is seen as an. in cycle 1, the distribution of results ranges from 66 to 80, with the majority of students scoring in the 70 to 75 range. this demonstrates that their capacity is still limited. they are not accustomed to utilizing correct language and terminology that is not dictated by the situation. their essay outcomes are not yet comprehensible. the distribution in cycle 2 shows that values range from 70 to 90. a score of 70 represents only one individual, as does the number of 90. the greatest values are between 78 and 82. this demonstrates that the student's comprehension of the written content is adequate. they have a solid command of sentence structure and word choice. some participants thought the content they produced was already coherent. furthermore, the genre method is one of the most important and wellknown concepts in language training, according to hyland (2004). as a result, because it provides a framework for interpreting communicative situations, the genre method is particularly useful in language training. this teaches students or language learners how to communicate kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-113 effectively, in this case by writing. this implies that students must tie what they write to the setting in which and about which they are writing in this genre approach. this context is what allows a piece of literature to effectively engage in dialogue with the reader. writing is widely acknowledged as the most difficult skill to master while studying english. writing is the most difficult skill for second language learners to develop, according to richard and renandya (2002). this implies that the most difficult skill for second language learners is writing, especially undergraduate english education fkip unib students learning a foreign language. furthermore, according to zheng and yan (2005), efl teachers and students face a variety of challenges when teaching and learning writing. as a result, the teacher faces writing difficulties when learning to write. the distribution of results in cycle 3 shows that these thirdsemester students' writing scores have improved significantly. the values vary from 78 to 92, however, the majority of the kids have already scored above 80. based on the average value in cycle 3, this meets the current success criterion. based on the three instruments mentioned above, it is possible to conclude that the inquiry-based learning model can improve the writing skills of fkip unib third-semester english education study program students majoring in language and arts education in understanding types of texts such as recount, procedure, and narrative. students may also create texts with acceptable text structure, proper word choice, and clear and cohesive thought arrangement. conclusion according to the study's findings, the inquiry-based learning model can improve students' writing skills in a variety of ways, including the ability to use appropriate sentence structures (grammar), the use of context-appropriate vocabulary, and the ability to produce coherent writing. this technique provides students with opportunities and appropriate environments to overcome writing challenges such as idea generation and development in their texts. this is possible because they can discuss in prearranged small groups. 114 | english franca, vol. 6, no. 1, 2022 references arauz, p. e. 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(2012). improving students’ ability in writing through inquirybased learning. action research. ur, p. (1999). a course in language teaching trainee book trainee's book. cambridge university press. yan, g. (2006). genre and the language learning classroom. in english teaching forum (vol. 43, no. 3). https://doi.org/10.52690/jadila.v1i4.157 https://doi.org/10.33369/jeet.4.4.516-535 https://doi.org/10.33369/jeet.4.4.516-535 https://www.jstor.org/stable/26359493 116 | english franca, vol. 6, no. 1, 2022 empty page english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4136 whatsapp in the indonesian online efl learning milieu: how do the students engage? arini nurul hidayati universitas siliwangi tasikmalaya arininurul@unsil.ac.id fuad abdullah universitas siliwangi tasikmalaya fuadabdullah@unsil.ac.id melisa sri universitas siliwangi tasikmalaya melisasri@unsil.ac.id tenia ramalia universitas islam syekh-yusuf tangerang tramalia@unis.ac.id widia yunita stain hubbulwathan, bengkalis widia.yunita@gmail.com fera sulastri universitas siliwangi tasikmalaya ferasulastri@unsil.ac.id abstract whatsapp has been extensively used by many english as a foreign language (efl) teachers in indonesia as a near synchronous online learning platform. this program enables users to make announcements, exchange ideas and learning materials, and participate in online debates. some recent publications inform its utilization in learning language, yet little discusses how students engage in the learning activities. therefore, to fill this void, the present study aims to investigate the students' behavioral engagement during online learning using whatsapp. to collect the data, this study employed observation and semistructured interviews. an observation was completed in one class at a state university in tasikmalaya, west java, indonesia to perceive how the students responded to the teacher's mailto:arininurul@unsil.ac.id mailto:fuadabdullah@unsil.ac.id mailto:melisasri@unsil.ac.id mailto:tramalia@unis.ac.id mailto:widia.yunita@gmail.com mailto:ferasulastri@unsil.ac.id 84 | english franca, vol. 6, no. 1, 2022 instructions during the learning process. meanwhile, the interviews were conducted with nine students in a similar class. the data were analyzed using thematic analysis. the findings revealed that students engaged behaviourally by (1) posing questions or comments politely, (2) using emoticons and emojis as politeness reinforcements, and (3) confirming the unclear information behind the scene. implications for teaching and further studies are discussed. keywords: efl learning, online learning, students’ behavioral engagement, whatsapp. introduction the advancement of the internet has widened the potential of online learning to spread along with the education environment. so far, online learning has received considerable attention as an alternative to traditional face-to-face and instructor-led education (douglas & van der vyver, 2004; hidayati et al., 2021). online teaching offers a huge opportunity to expand the learning environment for diverse student populations across various ranges of regions. moreover, the current after-pandemic situation has strengthened the position of online learning to be the solution for distance learning (hidayati et al., 2021). in online learning, teachers usually utilize several strategies and applications that support them in delivering materials, communicating with students, sharing information, and conducting discussions (irianti & sulastri, 2018; ramalia, 2021). among the applications, whatsapp messenger is present as one of the most commonly used applications in the indonesian efl teaching and learning milieu. as a handy and friendly-user application, whatsapp has been preferred to assist language teachers in facilitating the learning process. its utilization has provided many benefits, especially in enhancing students' english vocabularies (bensalem, 2018; hashemifardnia et al., 2018; jafari & chalak, 2016), improving their reading and writing skills (ahmed, 2019; susanti & tarmuji, 2016), boosting the students’ learning motivation as well as reducing their learning anxiety (ali & bin-hady 2019; indaryani & suliworo, 2018), and more importantly, helping teachers deliver instructions (alshammari, 2017) which are commonly sent in the chat groups feature (amry, 2014). due to these potential advantages, whatsapp chat groups are currently getting more popular among language teachers and educators. in the recent learning trends in which many schools and universities in indonesia implement online learning, teachers and lecturers require extra effort to effectively attract students to stay engaged. zhang, et al. (2007) inform that students require teachers to promote online discussion forums arini nurul hidayati, et. al: whatsapp in the indonesian online efl learning milieu: how do the students engage? 85 to provide guidance, which makes them more comfortable in the discussion. to meet this challenge, this research believes that teachers need to play the role of a mentor. in other words, students’ participation in the online learning platforms is shown by the positive reactions of all parties in the online environment. very, unfortunately, it is a really hard effort to make sure that all students give full attention during online learning, because the teachers could not control their activities and movements constantly. considering the difficulties in online learning, teachers must consider students’ involvement in the learning process. this refers to the students’ engagement to the degree of attention, effort, participation, interest, and enthusiasm shown by students when they are learning or being taught and it relates to students’ investment in learning and their commitment to achieving learning goals. in this context, students’ engagement is a multidimensional concept that is generally considered to include behavioral, emotional, and cognitive engagement. although there are three types of engagement, behavioral engagement has been studied the most extensively concerning student achievement and graduation rates (brophy, 1988). behavioral engagement can be observed when students contribute to classroom discussion, participate in academic tasks, and prove that they are listening to the teacher's instruction, especially in an online learning atmosphere, behavioral engagement can be observed. the literature shows that students with a high sense of belonging, teacher and peer support, and positive expectations show higher behavioral engagement and obtain good learning outcomes (wooley & bowen, 2007). the pioneering work by finn (1989) saw that students’ behavioral engagement while participating in classroom activities is a starting point for good grades and identification with school. many studies have discussed students’ engagement in efl contexts (harunasari & halim, 2019; sadoughi & hejazi, 2021), yet rarely do studies discuss students' behavioral engagement during online learning, especially in the whatsapp-mediated online learning (rabbianty et al., 2021). therefore, the current study is an investigative attempt to answer the following research question (rq), “how do the efl students engage behaviorally in the whatsapp-mediated online learning?” under the concept of behavioral engagement articulated by fredricks et al., (1996). it measures the students' behavioral engagement in terms of time-on-task, student persistence in completing the assigned work, and the level of effort the student invests in completing the tasks. it also considers the students' 86 | english franca, vol. 6, no. 1, 2022 behavior in following the instructions when learning and participating online. theoretical framework behavioral engagement behavioral engagement is an observable act of students while participating in learning, it refers to students’ participation in academic activities and efforts to perform academic tasks. fredricks et al., (2016) define behavioral engagement as the students' behavior in learning tasks, including students' persistence, effort, and contribution to their learning. they continued that in recent studies, behavioral engagement is defined in terms of student participation, effort, attention, persistence, and positive conduct towards the learning activity. this notion concludes that behavioral engagement is defined in the context of specific field engagement, including asking and answering questions, participating, persisting, or giving up easily without paying attention. in addition, student-teacher interaction is very important, because a strong and positive relationship between students and teachers is essential to increasing students' behavioral engagement (birch & ladd, 1997). this teacher support can take the form of any classroom activity in which the teacher is directly involved with a student or group of students (e.g., one-on-one instruction or group work). whatsapp group: a near synchronous learning forum whatsapp group provides pedagogical, social, and technological benefits supporting the implementation of online learning to deliver certain announcements, share ideas and learning resources, and have online discussions (amry, 2014). it can also increase the students' motivation and accelerate the development of knowledge in the study group. in addition, online learning with the help of whatsapp can enhance students' collaboration, share useful knowledge and information, and maintain the joy of learning. in short, participation, collaboration, and fun learning are the values the students could gain amid the learning process since it provides several benefits, such as their collaborative usage, free download, easy to use, availability for sharing comments, text, images, videos, sounds, and documents, ease to post announcements and publish their work in the groups, creation, and dissemination of information and knowledge easily (jimoyiannis, tsiotakis, roussinos, & siorenta, 2013). given this fact, the whatsapp group is considered effective to use as an efl teaching platform. arini nurul hidayati, et. al: whatsapp in the indonesian online efl learning milieu: how do the students engage? 87 research methodology a qualitative case study design was employed to investigate the students’ behavioral engagement in an efl class during whatsappmediated online learning. the design was used as a strategy used to answer the “how” question in this study (yin, 2009) and that providing a detailed account and analysis of one or more cases" (johnson & christensen, 2008). for example, in this case, students' experiences, values, and knowledge of the online learning process and the class, were dependent upon and contained within a specific context. setting and participants in a qualitative study, the participant selection aims to locate information-rich individuals or cases (johnson & christensen, 2008). in line with this, an appropriate sampling strategy should be purposeful and be based on the assumption that the researcher wants to discover, understand and gain insight and therefore must select a sample from which the most can be learned (merriam, 2009). therefore, the researchers purposefully chose to invite participation from one cohort of fourth-semester efl students in a state university in tasikmalaya, west java, indonesia. twenty-nine students of class b from an efl class (12 males; 17 females) were recruited to be observed. this class was chosen because of their enthusiasm to participate in this study. furthermore, nine of the students (3 males; 6 females) were selected for further interviews. the selection criteria were decided due to the students’ activeness in the whatsapp group; 3 of them were very active, 3 others were active, and 3 students were less active. before the data collection, the participants were informed to fill in a consent form to declare their willingness as well as protect their confidentiality. the technique of collecting the data to answer the research question, the researchers used observation and semi-structured interviews to collect the data. the observation was conducted by looking at the textual communication done by students in whatsapp groups during the classes to evaluate how they question and respond to the teacher's instructions. it was conducted in a listening and speaking class in three meetings. meanwhile, semi-structured interviews were conducted to identify students' participation, effort, attention, persistence, and positive conduct regarding the online learning on whatsapp. the interviews were conducted online via whatsapp messenger from august-september 2021. 88 | english franca, vol. 6, no. 1, 2022 the technique of analysing the data thematic analysis was utilized to analyze the obtained data (braun and clarke. (2006). this analysis method covers the following steps, (1) familiarizing with the data; reading and rereading the interview transcript and observation to take notes or mark ideas to get the initial codes, (2) generating initial codes; organizing the data in a meaningful and systematic way into small chunks meaning, addressing specific research questions then analyzing the data, relating the data based on the aims of the research and then categorizing using the initials codes to highlight students' behavioral engagement (3) searching for themes; selecting the data transcript and screenshots and finding out something significant or interesting (4) reviewing potential themes; developing or modifying identified themes in search for them to ensure the placement of the code has been grouped into the appropriate theme. (5) defining and naming the themes; identifying the essence of what each theme is about, determining and giving names to the theme based on the data obtained, namely about students' behavioral engagement in whatsapp-mediated online learning, (7) producing the report; displaying the final draft in the article. results and discussion posing questions or comments politely students' persistence reflects their commitment to completing the course and study plan. persistence is considered a positive outcome measure (cookson, 1988) and it indicates a positive behavioral engagement. in an online learning environment, persistence is usually defined as completing online courses and related to online behaviors such as participation and discussion. in line with that, whatsapp as a learning platform has been providing a positive experience for most participants. this encouraged them to contribute to the learning activities by actively commenting on every teacher’s instruction and questioning the teacher anytime they needed to confirm particular information. according to the participants’ statements, they always considered etiquette and politeness once they commented or replied to the teacher’s instruction and asked questions. the following excerpts support. excerpt 1 adi: "to respond to a piece of information that the lecturer gave, the first thing i did was to read the information carefully and carefully so that there would be no misinterpretation/misunderstanding. only then, do i reply to the arini nurul hidayati, et. al: whatsapp in the indonesian online efl learning milieu: how do the students engage? 89 message/information by paying attention to etiquette in sending messages? the examples are: all right, sir/ma'am. thank you for the information 🙏🏼 noted, sir/ma'am. thank you 🙏🏼” excerpt 2 dewi: "during online learning on whatsapp, the lecturer often conveys messages about approval and other info. i usually respond to her with expressions of agreement or disapproval, also thanking her for the information to show my respect. the examples are: thank you for the information, ma'am🙏 see you too, ma'am. have a nice day✨ i agree, ma'am 🙏🏻” the students mentioned that they participated actively in the online class by giving positive or negative responses depending on the given information. furthermore, they also considered the language use based on the politeness patterns and ethics applied in the indonesian context. the students’ sensitivity to the language use, form, and context showed that they have high critical language awareness (hidayati, et al., 2019). in line with this, molinari (2004) mentions that etiquette allows students to link to group members, group processes, and learning contents. this leads them to build their soft skills in online learning which embed the value of education, and the ability to implement the contents and correlate them with realities (sener, 2012). furthermore, the students’ interaction in the whatsapp group indicates their learning satisfaction which is central to the education experience (garrison & cleveland-innes, 2005). to strengthen the arguments, the following screenshots were taken from the observation. figure 1 a students’ question to the teacher 90 | english franca, vol. 6, no. 1, 2022 picture 2 students’ responses to a teacher’s instruction picture 1 illustrates the way a student asked a question about the given task. she would like to confirm the earlier instruction and ask whether she could upload the overtime video that she had made or if she needed to retake it. this student began her message by greeting “assalamu’ alaikum warahmatullahi wabarakatuh”. as brown and levinson (1987), ferguson (1981), and laver (1979) pointed out that it is commonly used as a ritualized politeness greeting in general islamic society. since the majority of students in this class were muslim, so was the teacher. furthermore, the students usually asked for an apology before coming up to the body of the message. after revealing the content, the student closed the question by thanking the teacher. culturally speaking, this messaging pattern fulfilled the politeness requirement based on the accepted values in the surrounding. in a similar vein, picture 2 also reveals the students' ways of responding to the teacher's instruction. all of them commenced their reply by posing greetings "wa’alaikumsalam, good morning.” these expressions were aimed at showing their politeness. huang (2008) argues that politeness views among people are different depending on cultures. what the indonesian people considered to be polite might not be right for western people and vice versa. moreover, holmes (2001) and cutting (2002) contend that politeness is significantly related to word selection to fit the right situations. the greetings selected by the students were the most appropriate dictions to show respect to teachers in indonesian contexts. by showing that, the students are successful to perform a polite profile which is appreciated by the education community. furthermore, greetings are also one of the characteristics of a good social manner (soo et al., 2011; hei et al., 2013). arini nurul hidayati, et. al: whatsapp in the indonesian online efl learning milieu: how do the students engage? 91 politeness strategies in online texts can also be distinguished based on gender. it is said that women tend to use longer texts than men (pratama, 2019). they also use abbreviations and emoticons significantly more than men and the younger they are, the more abbreviations they use (ling, 2005). a longer message is supposed to convey more information to clear off misunderstandings. han & hyland (2015) stated that the teachers should carefully plan their strategies to enhance the students’ engagement. whatsapp as a platform for information sharing tasks has received very positive feedback from participants, indicating that it is a promising virtual tool and environment that can promote interaction in english learning. this will potentially improve the effectiveness and efficiency of the learning experience (boyinbode et al., 2017). to conclude, the finding informs that whatsapp has given meaningful online learning activities that can encourage efl students to engage positively, and therefore, it is recommended to utilize as a learning platform for university students. using emoticons or emojis as politeness reinforcements as mentioned earlier, cultures differ in the politeness strategies of a particular society. in the research context in which communication is built in the cyber community, the potential to form different politeness strategies is widely open. this type of communication has been infiltrating human life and transforming the principle and features of politeness (pratama, 2019). he continues that the shift of politeness pattern in online learning is through the presence of multimodal texts in the message. multimodality in this context means that during cyber communication, people tend to share information not only by texts but also through pictures, sounds, and even videos. these modes are considered as the representation of human expression when attending to cyber communication. whatsapp emoticons are becoming an important tool as an online facilitator for communication for the primary reason that emoticons can enhance the messages and can help the students to express emotions or feelings (kannan & shreya, 2017; lestari, 2019). in addition, (kavanagh, 2016) contends that whatsapp emoticons also help convey positive politeness strategies. an emoticon is a combination of two words – emotion and icon (macalpine, 2014). primarily, emoticons were created with a combination of symbols and punctuations. this is also defined as facial emotions or a combination of characters and text messages to show the writer's mood (crystal, 2001). at least, four of many factors, such as anxiety, 92 | english franca, vol. 6, no. 1, 2022 attitude, ability, and motivation affect students' learning, especially in the online environment. those emotional patterns were usually represented through particular emoticons. excerpt 3 cici: “emoticons in whatsapp are commonly used by students when studying online. these emoticons seem to be able to increase the level of politeness of a message being conveyed because it is like representing my feelings. such as, a hand that is pleading or is holding hands while looking down symbolizes forgiveness. although the original meaning might be different… students, including i, consider this emoticon to be an emoticon that must be used at the end of a message when chatting with teachers/lecturers.” excerpt 4 nila: “on whatsapp, i only do textual communication, thus, i'm afraid that other people will misunderstand what i wrote. so, to show my welcome and interest…, i like to use emoticons. simply, it shows what i feel, because people do not see my facial expression in chat…" students' attitudes toward online learning may vary. they may feel excited, happy, confident, and adequate, or may feel bored, frustrated, and inadequate. amidst the online learning through whatsapp, the students frequently expressed their attitudes by inserting emoticons in some parts of their chats. kannan & shreya (2019) asserted that it is important to comprehend facial expressions since emoticons 'are graphic icons that determine the emotion or mood as seen on a person's face (p. 55).' there were certain emoticons the students used to reveal their moods. the following screenshots taken from observation exemplify the most frequent whatsapp emoticons shown during the interaction. figure 3 common emoticons used by students arini nurul hidayati, et. al: whatsapp in the indonesian online efl learning milieu: how do the students engage? 93 figure 4 other frequently used emoticons those two pictures inform the whatsapp emoticons that mostly appeared to represent the students’ feelings, as follows. ☺️ = shy but excited 😊 = smiling ✨ = keeping up the spirit 🙏= apologizing / thanking / greeting 🥰= grateful/showing closeness 🤗= hugging/showing warmth these students' facial expression representation can help them express their learning satisfaction as the result of the performance of any educational institution. satisfaction relates to the students’ contribution in terms of motivation, learning, assurance, and retention (biner et al., 1996). mensink & king (2020) described that contribution as the conclusion of the efforts of teachers and students, and it shows students’ interest in learning. in addition, psychological factors are factors that are psychologically or spiritually related to a student's contribution to learning. as one of the internal factors, psychological conditions may affect the online learning process. (irawan et al., 2020) investigated students' psychological impacts on online learning during the pandemic of covid-19. those issues are students feeling saturated with online education, lockdown, and social distancing cause students' anxiety because of a lack of interpersonal communication, and economic issues, especially for those whose parents are 94 | english franca, vol. 6, no. 1, 2022 from lower economic status, since they need to provide internet cost during online learning. it may lead to students' emotional disorders and reflect on their communication, in this case, whatsapp-mediated learning. confirming the unclear information behind the scene students have diverse personality types that influence their learning preferences. those who feel insecure in the whatsapp group textual communication tend to be inactive both in commenting and questioning. instead of posting messages in whatsapp groups, they would secretly send private chats to their colleagues or teacher to confirm particular issues. some of the students in this class experienced such a feeling. in the interviews, they articulated: excerpt 5 dany: “i usually prefer to confirm the unclear information to my friends to my understanding. for example, i asked alisa, "alisa, did the assignment from mrs. ann mean that we have to watch the video and then we record it, right?” i did this because i was too shy to read to many students, therefore, i prefer this way. i sometimes chat with the lecturer as well, if it is too urgent." excerpt 6 cici: “many of us like to ask questions behind the group, so we are more comfortable asking questions to friends or chatting in the class group without lecturers. this is because i'm too shy, i think... and fear being wrong. from my personal experience, i once asked a question in the group but the responses from the lecturer and friends seemed as if my question was wrong and stupid, so i felt humiliated. so, i was a little afraid of the responses and judgments were given by other people." students’ learning styles and preferences need to be considered in the teaching and learning circumstance since it is an important factor that has a significant influence on e-learning. (harrington & loffredo, 2010). teachers might face extroverted and introverted students. those who are introverted usually find themselves insecure in sending messages in the whatsapp group because they are afraid of the negative evaluation from their teacher and counterparts. this condition promotes learning anxiety which potentially impacts learning success (hidayati et al., 2020). furthermore, peacock (2011) argues that a lack of compatibility between the learning styles and teaching styles could lead to student frustration and harm arini nurul hidayati, et. al: whatsapp in the indonesian online efl learning milieu: how do the students engage? 95 learning. therefore, teachers are encouraged to facilitate the students who feel hesitant to contribute to the group's textual communication. conclusions this study revealed that students’ behavioral engagement is a fundamental aspect that affects students to contribute or not contribute to online learning. if the students showed high results in each aspect of engagement, they will potentially get better learning outcomes. several points can be concluded from this study; firstly, the students' behavioral engagement during online class was positive in all three aspects; students' persistence, students' contribution, and students efforts. they frequently replied to the teacher’s instructions, gave questions, and discussed the unclear instructions indicating their active participation in the classroom, including their positive behavior towards the teacher and classroom activities. references ahmed, s. t. s. 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(2007). using online discussion forums to assist a traditional english class. international journal of elearning, 6(4), 623–643. englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: : http://dx.doi.org/10.29240/ef.v5i1.2173, page 37-60 error analysis of english sentence structure in students’ written paragraphs dike sundari institut agama islam negeri (iain) curup dikesundari97@gmail.com jumatul hidayah institut agama islam negeri (iain) curup hidayah_jumatul@yahoo.com sarwo edy institut agama islam negeri (iain) curup edywong59@yahoo.com farida esmianti poltekkes kemenkes bengkulu faridaesmianti15@gmail.com abstract this research aimed to find out the types of sentence structure errors in english paragraphs written by tertiary english students and the factors causing the errors. this research employed an explanatory mixed-method design. fourth-semester students from the english department of iain curup were engaged as the subjects of this research. positivism-governed document analyses and constructivism-based interviews were conducted to solicit the data as desired. the quantitative findings garnered from document analyses endorsing a ready-to-use construct proposed by dulay, burt, and krashen (1982), revealed that there were four types of sentence structure errors students made, namely omission, addition, misformation, and misordering. those types of errors were exhibited in a proximate mailto:dikesundari97@gmail.com mailto:hidayah_jumatul@yahoo.com mailto:edywong59@yahoo.com mailto:faridaesmianti15@gmail.com 38 |english franca, vol. 5, no. 1, 2021 composition which meant that the students had compatible difficulties in terms of the four types of errors. as uncovered from students' writing works, the four types of errors were found in the domains of words, phrases, and clauses. subsequently, the qualitative findings, elicited from interviews, demonstrated that the factors of sentence structure errors extended to students' mother tongue interference, overgeneralization in the use of english rules and norms, and the lecturer's teaching material delivery and method. anchored in the data gained, this research discussed the data from the perspective of interlanguage theory, wherein some reviews of sla and efl pedagogyrelated theories were offered to help lower the factors causing english sentence structure errors in writing skills. keywords: errors, sentence structure, english writing skill introduction in the field of english learning, writing seems to be the most challenging skill because it demands learners to be engaged in many complex ways in terms of literary and topical knowledge, writing experiences, and english use (chen & yu, 2019). according to faraj (2015), writing is a way to communicate ideas and perspectives in a written form besides using grammatical rules. in addition, writing is one of the english skills describing illustration and representing ideas, feelings, and plans of a writer. thus, students can express themselves through writing. in the learning process of writing skills, students describe their knowledge to teachers, and teachers use students' writing products to know the extent of their comprehension and to gain some points as to provide learning reflection for them (deane, 2018; graham et al., 2017). in such a way, teachers view students’ writing works by drawing upon a formative assessment-informed principle to find better ways to improve students’ further learning of english writing in a better way (burner, 2015; han & fan, 2019). the foregoing also infers that teachers promote students’ learning of error hence, teachers need to make use of students’ writing works as sources to measure students’ comprehension and knowledge in terms of learning processes. english writing in terms of both process and product (al-hroub, shami, & evans, 2017). dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│39 writing quality consists of some components. they consist of spelling, vocabulary, story structure or organization, and syntax (chong, 2018). those components will make good writing work. of those components, syntax seems to be a major critical element that needs to receive serious attention from a writer. the syntax is the realm of how phases, clauses, and sentences are modified (hartsuiker, pickering, & veltkamp, 2004). it is one of the linguistics branches oriented towards the ways words are combined into a set of phrases, phrases into clauses, and clauses into sentences so that a good writing work can be produced by modifying those syntactic components (liao, 2014; yeo & tsoulas, 2013). in addition, how a sentence is constructed in writing is called sentence structure which is part of the syntax. therefore, if a writing work has no good use of syntactic components, such work will exhibit sentence patterns difficult to be identified, and consequently, the readers will not understand the ideas or meanings conveyed by the writing product. sentence structure is the organization in a sentence that consists of words, phrases, or clauses (datchuk & rodgers, 2019; demirezen, 2012). in a sentence, those linguistic components can be identified as subject, verb, object, adverb, and others. in this respect, sentence structure is part of writing components because it is associated with the way a sentence is constructed. for example, the sentence “the snake killed the rat” contains one independent clause and two phrases. the snake is a noun phrase, and killed the rat is a verb phrase. there are also five words from that sentence which are categorized as noun, verb, and determinant. the words the, snake, the rat are classified into onemorpheme words, whereas killed is categorized as a two-morpheme word. sentence structure has some types. the first is a simple sentence. it is a sentence which only has one set of subject and verb, or it is called an independent clause (depraetere & langford, 2020). the sentence “i took a chance” is an example of a simple sentence. the second is a compound sentence. it is a sentence that consists of two or more independent clauses, and they are connected by coordinate conjunctions such as and, but, or, nor, for, yet, so, etc (jacobs, 2020). an example of a compound sentence can be as follows: “andy plays football, and i support his team”. the third is a complex sentence. it is a sentence consisting of one independent clause and one or more dependent clauses (torresgouzerh, 2019). such a combination is mediated by subordinate conjunctions such as when, while, because, although, if, that, and 40 |english franca, vol. 5, no. 1, 2021 whether. for example, the sentence “john came to campus although he had a job” depicts a complex sentence. the last is a compound-complex sentence. it is a sentence consisting of two or more independent clauses and dependent clauses (osborne, 2019). for example, “although he was cleaning the kitchen, he found an oil, but he couldn’t clean it”. aligned with murphy (2019), sentence structure is divided into four categories as mentioned above. the mastery of sentence structure modification can lead students to be capable of producing a good english paragraph. according to napitupulu and manalu (2018), a paragraph is a group of sentences that develop a central idea. thus, a paragraph is constructed by some sentences. meanwhile, the preliminary study conducted by interviewing an english writing lecturer, the interview revealed that the fourth-semester students at state islamic institute (iain) of curup seemed to have problems in modifying sentence structure when they were writing an english paragraph. in addition, in the preliminary study, we also analyzed students' english writing skills from diaries they wrote as a final exam of writing ii subject. students still made errors pertinent to the types of sentence structure. for example, as portrayed from one student's work, he wrote as follows: “every friday our department do a dhuha, so i should come”. anchored in this sentence, the error is found in the aspect of subject-verb agreement or the agreement between a noun and a verb phrase. the ideal sentence should be “every friday our department does a dhuha, so i should come”. the category of this sentence is a compound sentence. in short, the student was still confused about using a singular subject and its verb. in addition, as another example exhibiting an error a student made in his paragraph writing, a student was found to have written a sentence as follows: “very tired today because learned with the pronunciation lecturer”. resting upon this sentence, the student made two errors. the first error refers to the construction of the independent clause which has no subject, and the second error refers to the dependent clause which also does not provide a subject after the subordinate conjunction “because”. the ideal sentence should be “i am very tired today because i learned with the pronunciation lecturer”. there are many more errors found in students' works. the aforesaid sentences are only two examples to represent the phenomenon of this research. this phenomenon calls for more research on sentence structure since this realm is so fundamental in terms of english writing. dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│41 grounded in the problems highlighted in the phenomenon above, this research is executed to know what types of errors of english sentence structure students make in writing an english paragraph alongside the factors contributing to such errors. we view errors as informed in the theory of interlanguage wherein errors are analyzed as a factor to promote further learning in a better way (mahmood, mohammed, & murad, 2018; morganna, 2017), so that the data of the present study could be used by educators to reflect on learning implementation of english writing skill. there are some types of errors that are oriented as the focus of this research. they are omission, addition, misformation, and misordering (dulay, burt & krashen, 1982). theoritical framework the theories related error analysis are derived from the theories of contrastive analysis. in this section, to make the theoretical presentation breif but clear, we present some theoretical concepts of contrastive analysis first and then followed by those error analysis. contrastive analysis according to james (1980: 3) contrastive analysis (ca) is always concerned with a pair of languages and founded the assumption that languages can be compared. richards (1992: 130) emphasizes that ca is the comparison of the linguistic systems of two languages, for example the sound system or the grammatical system. brown (2000: 208) strengthens those arguments by claiming that the principal barrier to second language acquisition is the interference of the first language system to the second language system. furthermore, ellis (1992: 48) says that ca looked at only the learner’s native and target language (i.e fully-formed languages). meanwhile, lado (1957) reveals that the elements which are similar to the learner’s native language will be cushy for him (positive transfer), whereas those different elements will be severe (negative transfer). on the other words, it can be concluded that the second language acquisition can be affected by the l1 transfers. moreover, kebbe (2004: 2) gives more description related to the significant of the ca, that is, l2 instructional materials could be prepared more efficiently by comparing two languages, and, in the process, the learners‟ behaviors and difficulties could be predicted. some researchers even assured that when similarities and dissimilarities were taken into account, pedagogy could be beneficial and more effective. 42 |english franca, vol. 5, no. 1, 2021 unfortunately, this theory got criticism from many linguists who considered the contrastive analysis theory as the backward one because the hypothesis merely regards the cause of language errors is the only differentiation of language system between l1 and l2, whereas the fact shows that the difficulty in learning a language not only faced by the learners who are studying l2 but also they who are studying l1. furthermore, when ca just dawned in the 1970’s, it was being discredited anymore, its theory bubble began to burst and then the presence of the error analysis becomes an alternative. based on the description above, it can be concluded that the presence of contrastive analysis‟s theory is boggled by the linguists because its hypothesis merely focuses on the case of interference coming from l1 to l2, whereas the theory of error analysis is brought as the second option to conduct a linguistic research because ea provided a methodology for investigating learner language. for this reason ea belongs to an appropriate starting point for the study of learner language and l2 acquisition. to get more study of error analysis, the researchers are going to briefly describe it below. error analysis according to ellis (1992: 47-48) error analysis (ea) refers to a study of errors. in line with the previous statement, richards (1992: 84) defines error analysis as a study and analysis of the errors made by second language learners. furthermore, ea may be carried out in order to: find out how well someone knows a language, find out how a person learns a language, and obtain information on common difficulties in language learning as an aid in teaching or in the preparation of teaching materials. corder (1981) notes that a learner‟s errors are significant in that they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language. on the other words, this term of error analysis that has been described before merely focuses on its merit. on the other hand, bussmann (1996: 153) reveals that in second language acquisition, error analysis studies the types and causes of linguistic errors. this sometimes includes the evaluation and correction of errors. in addition, he emphasizes that error analysis also studies errors made by native speakers without speech disorders and investigates errors in normal speech. dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│43 corder in ellis (1992: 48) mentions the steps in conducting an error analysis as following: a. collection of a sample of learner language deciding what samples of language learner to be used for the analysis and how to collect these samples. b. identification of errors identifying the errors by underlying the error that made by the learners. c. description of errors it involves a comparison of the students‟ idiosyncratic utterances with a reconstruction of those utterances in the target languages and it needs attention to the surface properties of the students‟ utterances. d. explanation of errors explaining the errors by establishing the error source and calculating how often the errors appear. e. evaluation of errors evaluating the errors step involves labelizing the errors and draw the conclusion. from these descriptions above, the conclusion related to the error analysis can be drawn, that is, error analysis that belongs to the study of errors in linguistic provides some benefits to the language learner and researcher. to conduct a study of error analysis, the researcher has to also follow the steps or procedures in order to reach the objectives that he/she wants. research method the present research applied an explanatory mixed-method design (creswell, 2007) to delve into students' errors of english sentence structure as they made in writing english paragraphs alongside the factors contributing to such errors. it is a design of mixedmethod study wherein the researchers garner and quantitatively collect the data first, and subsequently, the researchers conducted a qualitative study to probe into more detailed and contextual data (ary, jacobs, sorensen, walker, & razavieh, 2010). in so doing, the quantitative study was conducted using document analysis anchored in the already made construct of sentence structure errors as proposed by dulay, burt & 44 |english franca, vol. 5, no. 1, 2021 krashen (1982). resting upon their construct, errors of sentence structure comprise four elements, namely omission, addition, misformation, and misordering. this construct was used to analyze the entire writing works of students. making use of the already made construct to elicit the data in document analysis demonstrates that this way adopts a positivist worldview, or in other words, a quantitative way. in turn, a qualitative study was undertaken to find out deep and contextual information concerning the factors of students' errors in terms of english sentence structure based upon their english paragraph writing. the subjects of this research were the fourth-semester students from an english department at iain curup who already took writing ii. they consisted of 29 students. the data sources of quantitative document analysis were according to recount texts students wrote as their diaries, wherein such writing works were previously assigned to them in their exams. the characteristic of students writing works was a sort of written recount texts. each recount text was made in the form of one paragraph with one topic. it was that short and simple because the students were still taking writing ii subject when this study was undertaken. all students' writing works were analyzed using dulay, burt, and krashen's (1982) construct of sentence structure error analysis. the data of document analysis were analyzed by means of calculating the percentages of errors, and then the errors were explained appropriately by demonstrating a few examples of the errors (myers, well, & lorch, 2010). such little demonstration was provided due to the limited space of this paper. in terms of qualitative data, the data were gathered from semistructured interviews (fraenkel, wallen, & hyun, 2012; gall, gall, & borg, 2003; oppenheim, 2001) for the sake of getting adequate information as regards the factors contributing to students’ errors of english structure. the data were further analyzed by adopting an interactive model analysis as posited by miles, huberman, and saldana (2014). as informed from the foregoing model, the data analysis took four elements comprised of data collection, data condensation, data display, and conclusion drawing. findings and discussion findings types of students’ english sentence structure errors dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│45 anchored in the quantitative document analysis employing dulay, burt, & krashen's (1982) ready-to-use construct of sentence structure error analysis, the students could write three types of sentences in their writing works. those types referred to a simple sentence, compound sentence, and complex sentence. in this regard, the students did not seem to have been able to write compound-complex sentences. from the overall sentences’ students could write, there were some types of errors as regards english sentence structure they made in their writing works. the percentages of errors are displayed in table 1 table 1. the percentages of types of sentence structure errors in students' paragraphs n o sentence structure accuracy frequency percentage (%) o m a d m f m o o m a d m f m o 1 simple sentence 6 6 1 9 2 2 3 5 3 5.87 4 7.5 4 1.51 3 8.47 a. words 5 7 5 3 2 4 8 3.37 2 6.32 1 3.64 6 8.58 b. phrases 8 1 4 1 4 3 1 2.13 7 3.69 6 3.64 8 .58 c. clauses 1 5 8 1 .52 2 7.73 2 2.86 2 compound sentence 6 2 1 4 1 7 2 7 3 3.69 3 5 3 2.08 2 9.68 a. words 5 8 6 5 1 9 9 3.55 4 2.86 2 9.42 7 0.38 b. phrases 3 8 9 5 4 .84 5 7.15 5 2.95 1 8.52 c. clauses 1 3 3 1 .62 1 7.65 1 1.12 3 complex sentence 5 6 7 1 4 2 9 3 0.61 1 7.5 2 6.42 3 1.87 a. words 5 3 1 5 1 9 9 4.65 1 4.29 3 5.72 6 5.52 b. phrases 2 6 7 5 3 .58 8 5.72 5 0 1 7.25 c. clauses 1 2 5 1 1 1 46 |english franca, vol. 5, no. 1, 2021 .79 4.29 7.25 note : om : omission ad : addition mf : misformation mo : misordering omission the omission is an error by the absence of an item that must appear in a well-formed utterance. the omission error contains subcategories namely omission of a content morpheme (the omission of noun, verb, adjective, and adverb) and omission of a grammatical morpheme (the omission of inflections, article, preposition, verb auxiliaries, and conjunction) (dulay, burt, & krashen, 1982). based on table 1, of the overall simple sentences found in students' works, there are 35.87% of errors were made in terms of omission. out of all simple sentences with omission errors, there are 83.37% of omission errors in the domain of words, 12.13% in the domain of phrases, and 1.52% in the domain of clauses. based on the students' works, the most omission errors of simple sentences are the omission of grammatical morphemes such as the omission of noun and verb inflections. students omitted -s, es, -ed, and -ing. for example, as taken from one student's work, the student wrote “many student can get a new friend”. in this case, students omitted the –s of noun. the ideal sentence should be “many students can get a new friend”. in addition, of all compound sentences found in students’ works, there are 33.69% of omission errors. subsequently, out of the overall omission errors of compound sentences, there are 93.55% of omission errors in the domain of words, 4.84% in the domain of phrases, and 1.62% in the domain of clauses. as revealed from their writing works, most students omitted articles, prepositions, and verbs in compound sentences. for example, as taken from one student’s work, the student wrote “bad day is thursday, and i came to college” instead of “the bad day is thursday, and i came to college”. in such a way, students omitted article on a noun phrase, and there must be added “the”. in turn, of all complex sentences found in students' works, there are 30.61% of omission errors. out of all complex sentence omission errors, there are 94.65% of errors in the domain of words, 3.58% in the domain of phrases, and 1.79% in the domain of clauses. we found the most dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│47 omission errors on verbs and conjunctions namely subordinate conjunctions in complex sentences. for example, as taken from one student's work, the student wrote “today i didn’t have a good mood in paragraph writing lesson” instead of “today i didn’t have a good mood when i learned in paragraph writing lesson”. in this sentence, the student omitted verb and subordinate conjunction. the sentence must be added with the verb "learned" and the subordinate conjunction “when” as the connector. addition the addition is an error that refers to the presence of an element or an item that must not appear in a well-formed utterance. an addition error contains sub-categories such as regularization, double marking, and simple addition (dulay, burt, & krashen, 1982). in this research, we encountered addition errors in the domain of words and phrases, but we did not find out addition errors in the domain of clauses. grounded in table 1, there are 47.5% of simple sentences with addition errors sticking out. of all addition errors in the aspect of simple sentences, there are 26.32% of errors in the domain of words and 73.69% in the domain of phrases. the most addition errors in simple sentences were that students made addition in the regularization of using singular and plural nouns. for example, as selected from one student's work, the student wrote “the students follow a demonstration in jakarta". the student added “s” in noun and made an addition error on the sentence. the sentence should be "the student follows a demonstration in jakarta". subsequently, there are 35% of addition errors sticking out from the overall compound sentences in students’ works. out of the errors in compound sentences, there are 42.86% of errors in the domain of words and 57.15% in the domain of phrases. as to exhibit the example, a student wrote "he used the permanent marker, and that is makes us laughed". in this sentence, there are two tenses or double marker addition, namely “is” and “makes”. therefore, this sentence should be”he used the permanent marker, and that made us laughed”. in turn, in terms of complex sentences, there are 17.5% of errors. out of all errors in terms of complex sentences, there are 14.29% of errors in the domain of words and 85.72% in the domain of phrases. in line with errors on simple sentences and compound sentences, errors of complex sentences comprise double marking and regularization categories. for example, one student wrote “taked by the ysr congress government that is aimed toward improving” instead of “took by the ysr congress government that 48 |english franca, vol. 5, no. 1, 2021 aimed toward improving”. the student made a regularization error on word by adding -ed on irregular verb “taked” instead of “took”. misformation misformation is an error that refers to the use of the wrong morpheme or structure in writing. this error consists of three subcategories. they are regularization, alternating form, and archi-form (dulay, burt & krashen, 1982). anchored in table 1, in terms of simple sentences, there are 41.51% errors found in students' works. of all simple sentence misformation errors, there are 13.64% of errors in the domain of words, 63.64% in the domain of phrases, and 27.73% in the domain of clauses. for instance, as taken from one student’s work demonstrating word-based misformation, the student wrote “their are three mobile phones on the table”. the word “their” was used in a misformation way. the ideal sentence should be “there are three mobile phones on the table”. in this case, the word “there” referred to the ideal formation. subsequently, in terms of compound sentences, there are 32.08% of misformation errors. out of all misformation errors in the aspect of compound sentences, there are 29.42% of errors in the domain of words, 52.95% in the domain of phrases, and 17.65% in the domain of clauses. in turn, in terms of complex sentences, there are 26.42% of errors found. of all complex sentence misformation errors, there are 35.72% of errors in the domain of words, 50% in the domain of phrases, and 14.29% in the domain of clauses. based on the result of the analysis, the most misformation errors are alternating forms in each type of sentence structure because students used some forms of their vocabularies and grammar. for example “i hope this situation can quick be better” instead of “i hope this situation will be better soon”. the students used their own vocabulary "can quick" which made a misformation error, and the words must be “will be” to make the sentence meaningful. misordering misordering is an error caused by the wrong placement of a morpheme or a group of morphemes (dulay, burt & krashen, 1982). from students’ works, we found out misordering errors in the form of errors on spelling, lexicon, and structure or syntax. based on table 1, in terms of simple sentences, there are 38.47% of errors sticking out. out of all misordering errors in the aspect of simple sentences, there are dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│49 68.58% of errors in the domain of words, 8.58% in the domain of phrases, and 22.86% in the domain of clauses. subsequently, in terms of compound sentences, there are 29.68% of errors sticking out. of all the errors made in the aspect of compound sentences, there are 70.38% of errors in the domain of words, 18.52% in the domain of phrases, and 11.12% in the domain of clauses. in turn, in terms of complex sentences, there are 31.87% of errors found. out of all complex sentence errors of misordering, there are 65.52% of errors in the domain of words, 17.25% in the domain of phrases, and 17.25% in the domain of clauses. the most misordering errors were those on spellings in the aspects of both words and phrases. for example, as taken from one student’s work, the student wrote “i have no question to ask but i got a pen form the lecturer” instead of “i have no question to ask but i got a pen from the lecturer”. the student made errors in spelling “from” to “form” that made the sentence convey unclear meaning. then, we found misordering errors on clauses. for example, a student wrote, “should we have 4 lecturers to teach today but two lecturers did not come”. the sentence structure is wrong due to the subject position. this sentence should be “we should have four lecturers to teach today but two lecturers did not come”. the factors contributing to sentence structure errors in students’ paragraphs the data pertinent to factors contributing to students’ sentence structure errors were garnered from interviews. drawing upon miles et al. (2014) interactive model which suggested us to code some themes representing the data, the data were then coded. the coded themes concerning such factors extended to mother tongue interference, overgeneralization, and teaching materials or method, the following elaborations present the interview data alongside some properly related explanations. mother tongue interference based on the interview, most of the students answered that the factors of errors in sentence structure were caused by some aspects related to mother tongue. the first was the aspect of culture. the following is a student's answer when we asked about the culture of their mother tongue (indonesian language) influencing his writing: "yes, of course, i always use the indonesian language before writing in english. then i translate into english. i use the indonesian language 50 |english franca, vol. 5, no. 1, 2021 because it makes me get a better understanding, and other people don't understand my writing if i directly write in english." concerning the statement above, we got that culture was one of the points that affected errors in sentence structure in writing the paragraph. the students usually applied their mother tongue, for example, students wrote the indonesian language including the words, phrases, and clauses first, and then translated them into english. hence, the result of translation would be different from ideal english. the second aspect was language structure. the language structure became one of the error factors on sentence structure in writing. as regards this point, when we asked about indonesian language structure influencing her writing, a student answered as follows: "of course, i use indonesian language structure if i write in english be it influences in my writing and sometimes it arises naturally when i write in english. in addition, using the structure of indonesian language is certainly easier for me, and i think, the structures between indonesian and english are almost similar so that this helps me." from the statement above, we concluded that the student assumed that the structures between english and indonesian were similar. the structures of indonesian and english are different. for example, in the structure of the indonesian language, there are no noun and verb inflections, but english has the rules of noun and verb inflection (-s/-es, -ed, -ing) wherein noun shows plural and singular, and verb shows tenses. thus, the structure of the indonesian language became the major factor of errors influencing sentence structure in paragraph writing. the last aspect of the mother tongue was vocabulary. we asked the students about the word choice (vocabulary) that they used in writing. the answer of a student is as follows: "i usually use vocabulary from the internet such as the trendy words (viral) and also i use vocabularies that i have in my mind and sometimes i accidentally put indonesian words in writing" regarding the student's statement, we concluded that the vocabulary aspect contributed to errors in sentence structure in writing the paragraph. the students used the vocabularies that they had without checking them into the dictionary. this condition at some point led to errors of word spellings so that the words could be meaningless. in addition, students used indonesian vocabulary directly, and they dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│51 thought the spellings were correct. these factors made errors in sentence structure in writing. overgeneralization overgeneralization refers to a process of creating a new language by students in their mind and producing rules themselves along with learning based on evidence. in overgeneralization, students had a new strategy in writing that made errors in sentence structure. we asked a student about the use of his strategy in writing english. the answer is as follows: “i don’t have a specific strategy in writing, but i usually think what i want to write and immediately write what comes to my mind. this strategy makes me easier to write in english“ based on the statement above, we concluded that the student's strategy caused errors in sentence structure. the students had a strategy, for example, they wrote directly without paying attention to techniques before writing like listing and mind mapping. this technique would make the writing more organized especially the sentence structure and also would avoid writing errors. teaching materials or method the errors were also caused by teaching materials or methods. this factor contained two aspects. they were inappropriate explanations of the lecturer and the faulty materials. the first was inappropriate explanations of the lecturer. the students stated that they made errors because they did not understand the materials from the writing lecturer, and they did not master their writing skills well. we asked a student about the technique and method used by the writing lecturer. the answer is as follow: "of course i like the methods and techniques of the writing's lecturer, for example, they applied games to deliver materials and made our enthusiasm, but if talking about the understanding of the materials, i thought i don't understand and about 30% of the materials as delivered by the lecturer, and maybe it's too fast" concerning the student's statement, we concluded that the explanations given by the writing lecturer were good but seemed to be inappropriately delivered. in addition, in delivering the materials, the writing lecturer did it too fast so that the student did not understand. the lack of understanding of students led to errors in writing. 52 |english franca, vol. 5, no. 1, 2021 the second aspect was faulty materials. the following is the answer from a student when we asked about the source of materials in writing subject: “i prefer internet than the books as the source because on the internet we can search for the materials of writing subject because it is very completed. if we are confused, we can search on the internet” based on the student's answer, we got that the students only used the internet as the source of the learning process. the students thought that the internet was a good source than others. they did not know the source of the blog. at some point, the materials on the internet were not valid and would plausibly contribute to errors in their writing. in conclusion, the factors that made errors on sentence structure in writing paragraph extended to mother tongue interference, overgeneralization, and teaching materials or method. based on the results of interviews, we concluded that the most factors causing students' errors in sentence structure in writing paragraphs covered mother tongue interference. the foregoing ranged from culture, language structure, to vocabularies. discussion the present research revealed that in writing english paragraphs as seen from the recount diary texts they wrote, the students made errors of english sentence structure in all categories of errors extending to omission, addition, misformation, and misordering. each error category represented proximate percentages which meant that students on average had problems in all categories of errors. those errors resting upon the categories were also affiliated with three types of sentences as they exhibited in their works. those types of sentences extended to simple sentences, compound sentences, and complex sentences. unfortunately, in their writing works, students were not capable yet of using compound-complex sentences. the findings of this research echoed many of prior findings in terms of english sentence structure errors such as the studies conducted by hendrawaty (2018); putri and dewanti (2014); silalahi (2014); and wulandari (2014). it seems that indonesian english students at the levels of both secondary and tertiary in general still have similar problems in terms of making errors in writing english sentence structure. this research infers that english pedagogy in indonesia needs better improvement to help students in terms of english writing skills. dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│53 the other set of findings this research found addressed the factors contributing to students' english sentence structure errors in their writing works. there are three main data that this research uncovered concerning the factors, namely mother tongue interference, overgeneralization, and difficult teaching materials delivered by the lecturer. concerning the first factor, mother tongue interference, kramsch (2013) names it an influence of a deep culture already embedded in oneself. based on the perspective of interlanguage theory as echoed by fauziati (2014) and morganna (2017), the mother tongue is a natural and inborn cultural affiliation that can determine the extent to which one is skillful at his english interlanguage development. many experts have offered solutions to help learners lower their first language interference so that both of their spoken and written english improve well. to name a few, those experts are stephen krashen (for further reading, see edwards, wesche, krashen, clement, & kruidenierr, 1985; krashen, 1981, 1982, 2004; and mason & krashen, 1997) and paul nation (for further reading, see laufer & nation, 1995; nation, 2001, 2014; webb & nation, 2017). krashen has introduced his comprehensible input theory wherein english learning processes, for instance, learning english writing skills in this research context, need to be brought into the concept of immersion to native english. in the same vein, nation also supported that learning english should be done in an immersive way so that native-like english input and output can be reached by learners in terms of both receptive skills and productive skills including writing skills if grounded in the context of this research. for the second factor, it is also a natural problem that commonly occurs in the circle of english as a foreign language users. this one is called natural creativity (byram, 1986; crystal, 2008; kachru, kachru, & nelson, 2006; kachru, 1990). overgeneralization is a kind of developmental process of students’ english interlanguage (mahmood et al., 2018; yang, 2014). this factor can be lowered if students have been given adequate english input for instance reading skill by using nativelike authentic texts, and the students are led to immerse those texts, so that the students ultimately will be capable of producing native like english writing products which are free from overgeneralization of english forms or structures and also free from any non-native english creativity. subsequently, the third factor is teaching materials. some students in this research echoed that the lecturer to some extent presented the materials during teaching english writing in a way that 54 |english franca, vol. 5, no. 1, 2021 was too fast so that they found it difficult to grasp the materials, and as a consequence, their less understanding of the materials caused them to produce unexpected writing products with many errors of english sentence structure. it seems that the paradigm of english writing material delivery adopted by the lecturer should be changed. today, many experts suggest that english writing skill needs to be taught using socio-cultural paradigm as informed by lantolf and thorne, 2006; turuk, 2008; and vygotsky (1978). in this way, students are expected to be engaged in the process of knowledge and skill construction as offered by genre-based instruction in terms of english writing instruction (morganna, 2017b; uzun & topkaya, 2019; worden, 2018). broadly speaking, the three impeding factors contributing to students' errors in terms of english sentence structure can be solved if dug into the existing english pedagogic theories. however, to lower those factors, an english writing lecturer needs to keep improving his/her english writing pedagogic knowledge and competencies. as discussed above, the factor such as mother tongue interference which worsens students' writing works can be solved by applying immersion learning theory into practice. the factor as regards overgeneralization can be lowered by embedding authentic native english texts as the input so that students writing products can lead to being natural like native english writing products as long as students are led to immerse the english input. lastly, the factor vis-a-vis challenging english writing material delivery can be addressed by adopting a socio-cultural learning paradigm employing applying genre-based instruction for teaching english writing skills. conclusion regarding the findings and discussion concerning errors of sentence structure in students’ written paragraphs, we conclude that the types of errors contain omission, addition, misformation, and misordering. omission has a percentage of 50%. there are 35.87% of simple sentences, 33.69% of compound sentences, and 30.61% of complex sentences found to be the errors of content morpheme and grammatical morpheme in words, phrases, and clauses. the percentage of addition errors is about 10.87% that includes 47.5% of simple sentences, 35% of compound sentences, and 17.5% of complex sentences. students make addition errors, namely regularization, double marker, and simple addition. misformation has a percentage of 14.41%. dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│55 misformation includes regularization, alternating form, and archi form. there are 41.51% of simple sentences, 32.08% of compound sentences, and 26.42% of complex sentences. the last is misordering which has a percentage of 24.73%. there are 38.47% of simple sentences, 29.68% of compound sentences, and 31.87% of complex sentences. misordering errors include the domains of spellings and structure or syntax. students' errors in 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(2013). the syntax of distributivity in a contact variety of english. lingua, 127, 14–38. https://doi.org/10.1016/j.lingua.2013.01.004 english franca: academic journal of english language and education vol.6, no. 2, 2022, iain curup p-issn2580-3670, e-issn2580-3689 doi: 10.29240/ef.v6i2.4167 students responses toward fix-up options strategy implementation in comprehending text personal recount raudhatul jannah universitas syiah kuala rodahjannah@gmail.com sofyan a. gani universitas syiah kuala sofyangani@unsyiah.ac.id abstract this study aimed to figure out students' responses toward using the fixup options strategy in comprehending text personal recount. the qualitative method was used to collect the data. the sample was the second grade of pos keadilan peduli ummat (pkpu) junior high school students, which consisted of 22 students. the open-ended questionnaire was distributed as the instrument for collecting the data. it consists of three questions that relate to students’ opinions on this strategy. the data was analyzed by using an interactive model. the result of this study indicated that there were positive responses from the students toward fix-up options strategy implementation in comprehending personal text recount. most students consider this strategy beneficial in supporting their comprehension of reading a text. the students' opinions were categorized into agreeing and disagreeing group participants. the fix-up options strategy was useful in fixing the problem encountered during the reading process. therefore, the teacher could use this strategy to support students' reading comprehension in other genres of text. keywords: fix-up strategy, students response, personal text recount introduction reading is an activity that involves learning and comprehending the information contained in a text. it addresses the ability to mailto:rodahjannah@gmail.com mailto:sofyangani@unsyiah.ac.id 358|english franca, vol. 6, no. 2, 2022 comprehend written language to build meaning. according to riswanto, risnawati, and detti (2014), comprehension is the foundation and focal point of the reading process. its goal is to gather information about the text's substance. reading comprehension is linked to the reader's past knowledge to understand the message delivered (duffy, 2009). in english language teaching, reading is the skill that is taught by the teacher to improve students’ ability in comprehension. this skill was included in the syllabus based on the material taught in english subject. in the reading activity, the students faced some problems in processing words, sentences, and passages to obtain information. in case, the students read the text but did not understand the message delivered. the reading aspects problem covered the main idea identification, vocabulary interpretation, text summarization, and inferences drawing. the other factor was low students’ interest in reading unfamiliar topics. as the result, the students were not enthusiastic and they felt difficult to reach comprehension. to increase students' understanding, a language instructor should be innovative in picking an effective learning technique. rereading, linking to past information, picturing, and forecasting are some tactics that may be utilized to improve students' understanding. these reading methods have been combined into a single reading approach called the fix-up choices strategy. the fix-up alternatives technique successfully promotes students to achieve reading comprehension success (moreillon, 2007). the teacher facilitated the students and independently applied some fix-up options provided. tovani (2000) mentioned fix-up options strategy is the tool that the reader uses to fix the confusing part of reading. the options apply to solve non-make-sense meanings while the reading process. it can establish the students' center activity and create an independent environment in fixing the comprehension problem. some studies have investigated the implementation of the fix-up options as a supporting strategy in solving reading comprehension problems. to find out the effect of university students' reading achievement, suhermanto (2019) carried out an experimental study using the fix-up options technique. the researcher demonstrated the method and invited the students to use certain alternatives on their own to correct understanding loss. as a consequence, students' reading achievement rose and had a good influence on text comprehension. muhsin, annisa, and hidayati (2021) also applied the fix-up choices technique with indonesian english foreign language (efl) students. to administer treatments, the researchers separated the students into two raudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 359 groups. the class that applied the fix-up options strategy while reading activity reached more comprehension rather than the class that used conventional treatment. furthermore, jamila., said, a. m., and rasyid (2020) investigated the usefulness of the fix-up choices technique in acquiring information on the reading text. the information received after using the fix-up choices technique as a tool to interpret the text was imaginatively expressed by the students. the study's material was the analytical exposition text. those previous studies showed the effectiveness of using the fixup options strategy on students’ reading comprehension. it was focused on the student's achievement but did not specifically investigate the reading comprehension aspects improvement and students' opinions toward the strategy. some aspects need to be understood such as the main idea, summary, inferences, and vocabulary. therefore, this research focused on the students' pos keadilan peduli ummat (pkpu) junior high school responses toward the fix-up options strategy implementation in comprehending text personal recount that cover those aspects previously mentioned. theoretical framework reading comprehension in gathering the information delivered by the writing passage, the students need to do a reading activity. it is a process to gain a message from the text. the reading activity involved the eyes observing the written word and the brain constructing the meaning. hamra & syatriana (2015) stated that "reading is a skill to recognize words, to understand word meaning, to comprehend the reading material, to organize and memorize, to associate information and to read aloud". all elements are the process to obtain the information from the text. the readers assimilate meaning from word to sentence to interpret the information conveyed on the whole. furthermore, the readers used two common strategies to manage their reading purpose. the skimming strategy is used to get quick information based on the time limitation. there are some steps to doing this technique; reading the title, reading the first and the last sentence of every paragraph, and reading the keyword in between. furthermore, (abdelrahman & bsharah, 2014) mentions in the formal style of the text, the reader has to use all steps of the technique, while informal style, the reader only needs to read the second step. meanwhile, another strategy 360|english franca, vol. 6, no. 2, 2022 aimed to find the specific information in every passage in a text was the scanning strategy. in this technique, the reader requires to find the definition of the key term concept, name or date, place, and the list of certain information (yusuf et al., 2017). the purpose of the reading activity is comprehension. the readers use their brains to process the words and sentences that they read. comprehension is the process of acquiring information for developing knowledge. the readers can use their prior knowledge to ease their understanding of the text (mclaughlin, 2012). it covers the activity to interpret the meaning correctly (grabe, w., & stoller, 2002). the ability to comprehend a reading text involves the communication process of the writer and the readers in sharing the information. according to ngabut (2015), state there are three model categories of reading. 1. bottom-up the bottom-up model is the process of mastering the reading component step-by-step. according to liu (2010), bottom-up emphasizes the printed or written text to get the result of the meaning. the reader tries to translate, decode and encode the text while reading. in this activity, the students learn to read the text from the bottom to the up concept to comprehend the meaning. 2. top-down the reader is at the core of this paradigm. the meaning of the text is constructed by the reader's cognitive and language abilities. a top-down paradigm emphasizes what the reader contributes to the text's process (liu, 2010). the reader's knowledge and expectations must interact to construct the meaning. it suggests that the reader is acquainted with the substance of the text. as a consequence, information in grammatical sentence sense and text meaning may be retrieved. 3. interactive this model focuses on the active constructive nature of the reading. the reader is active in forming what the text presented and how its coherence with the information that has been known before. this model combines two techniques, bottom-up and top-down. in this theory, reading can be defined as the interpretation of the text, while comprehension is the interaction between the reader's skill and the perception illustrated by the graphic or symbol in the text. raudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 361 moreover, in the reading activity, there are some aspects that the readers should comprehend. having a good understanding of reading activities facilitated obtaining more information. a. main idea the core concept is the central point of the text's message. the primary idea is a broad concept that conveys the author's major point about the work (duffy, 2009). to understand the content of the text, the reader recognizes the topic. b. inference inference refers to the process of deriving meaning from a text. it comprises the capacity to blend explicit textual information with past knowledge to generate new implicit meanings (kispal, 2008). as a result, forming inferences is related to how readers utilize their experience to interpret the text's content. c. vocabulary vocabulary is a component of language that demonstrates the foundation for speaking, listening, writing, and reading. in reading comprehension, language serves as a predictor in linking the text's message. nunan (2003) hypothesized that developing vocabulary mastery through reading engagement is one method of doing so. d. summary the feature of summarizing refers to the action of constructing a new coherent text by extracting the main concept and important information while still adhering to the original text (dole, j.a., & pearson, 2015). it means that the readers deduce the comprehension statement and reiterate it orally or in writing. recount text there are some language genres such as describing, explaining, and narrating. in english language teaching, those kinds of the genre have been taught to students in specific text types. one of the text types that has been taught to students in indonesia was recount text. this paragraph describes a historical circumstance or phenomenon. according to knapp and watkins (2005), a recount text is a basic text that includes multiple events reported and discussed in chronological order. this text exemplified the scenario at the time. there are two types of recount text: personal recount, which is based on personal experience, and historical recount, which is based on an objective 362|english franca, vol. 6, no. 2, 2022 viewpoint, such as a police report or a science experiment report (knapp &watkins, 2005). text personal recall was taught to junior high school students in second grade, according to the 2013 curriculum. therefore, this research was conducted to find out the students’ response in comprehending text personal recount based on fix-up strategy implementation. the recount text was chosen because it related to personal experience. as the text's objective, the reading text performs the social function of delivering information. mingsakoon and srinon (2018) use text personal recount to delight the reader by reviewing an experience or past event and covering the writer's feelings and opinions. its goal is to provide knowledge about something relevant to history or personal experiences. in brief, the recount text's goal is to repeat previous events that encompass the scenario and historical period while enlightening and entertaining the readers. in presenting the text, it has a generic structure that explained the information chronologically. the schematic structure of the recount text is divided into three parts. first opening paragraph or known as orientation. it covers the participant, time focusing, and story setting such as when, and where the story happened (mingsakoon & srinon, 2018). second, the events that present after the orientation part and explain the sequence activity that occurred. the information displays in chronological order from the first events to the end (knapp & watkins, 2005). the final stage is re-orientation, which includes the writer's opinion or attitude toward the events. this is a piece of the recount text that is optional. furthermore, a written text has some linguistic elements that depict the succession of events. according to knapp and watkins (2005), action verbs (e.g., went, determined, showed) and temporal connectives predominate in recount text (e.g., first, then, after). furthermore, the linguistic aspect of recount text includes adverbs, nouns, and pronouns (affendi, 2017). this paragraph also employs the simple past tense and the past continuous tense. the fix-up options strategy when reading material, readers should choose the proper method to help them understand the content. the repair technique gives various possibilities to aid comprehension activity. this method is used to remove meaning blocks in the comprehension process (duffy, 2009). the fix-up choices technique is a tool that assists readers when they become disoriented when reading a text that identifies in the selfraudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 363 monitoring process (moreillon, 2007). furthermore, the fix-up options technique encourages readers who become stopped or confused while reading to continue reading by using the alternatives to solve their problem (tovani, 2000). when readers get puzzled, they are not permitted to stop reading. the fix-up options technique is broken into three steps. first, the fundamental level encompasses the activities of rereading, reading ahead, pausing to consider, attempting to envision, asking new questions, making a forecast, illustrating text elements, and seeking assistance. figure out unfamiliar words, recognizing structure, making conclusions, and linking to previous knowledge are intermediate-level alternatives. the teacher's function in these stages is that of a facilitator. furthermore, at the advanced level, the reader may read illustrative notes, write complex portions, absorb the message with effort, and define the text's goal. the reader is more focused on the text purpose illustrated by the writer at this level. moreillon (2007) stated that the minimal alternatives for implementing reading comprehension were stages one through eight. the researcher analyzed students' replies to the intermediated level in this study, such that the alternatives employed by the teacher ranged from one to twelve. options thirteen through sixteen were not used since the participants were junior high school students. furthermore, in applying the fix-up options strategy the readers have followed the steps. tovani (2000)mentioned three steps of applying a fix-up options strategy: 1. distribute the material to the students and instruct them to highlight the challenging portions. motivate them when they become puzzled; even a competent reader can become confused when reading a book. then, ask students to devise a strategy for clarifying meaning and removing misunderstanding. 2. distribute a list of repair choices to the students. request that they select at least one suitable solution to the problem. assist students in resolving any misunderstanding they may have when reading the class assignment. 3. inform students that not all alternative strategies can be used in all situations. if one method does not work to lower the difficulty, try another one. it signifies that a skilled reader employs the fix-up choices technique with flexibility. the teacher’s role is as the facilitator to help students determine the appropriate options to fix the comprehension loss. the main point of 364|english franca, vol. 6, no. 2, 2022 identifying the confusing part is that the students should be focused on self-monitoring. thus, the teacher can guide the students in choosing the options. research methodology this is a qualitative research project. the researcher detailed the students' reactions to the adoption of the fix-up technique. the research participants were second-grade students from pkpu junior high school. it was made up of 22 students that were chosen on purpose. students who learned the text personal recall utilizing the fix-up choices technique were chosen as participants. according to cresswell (2012), "the data gathering technique in qualitative data might take the shape of open-ended replies to questions on a questionnaire." in this study, open-ended questions were used as instruments to determine students' attitudes toward the implementation of fix-up alternatives. the questionnaire was adapted from erickson and gustafsson (2005) and customized by the researcher to meet the objectives of this study. it consists of three questions on students' perspectives on using the fix-up choices technique to improve their reading comprehension skills. the questions did not have specific answer possibilities and allowed for the recording of any participant's comments (birmingham & wilkinson, 2003). this questionnaire was shared after the teacher explained and implemented the fix-up options strategy. the score for the improvement comprehension aspect was gathered from the teacher to support the students' responses. furthermore, the collected data were analyzed using an interactive model (miles et al. (2014). it consisted of three steps. first, data condensation that covers the activity transcribed the students' responses and did free coding. second, the data display grouped the data to determine the theme. a narrative description illustrated the last data verification or conclusion. slavin (2007) mentioned that "the written results of the research often contain quotations from the data to illustrate and substantiate the presentation". the researcher gained information from the students about their opinions on fix-up options strategy implementation in comprehending text personal recount. then, the data is described in narrating explanation by the researcher. results &discussion raudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 365 result the open-ended questionnaire was given to the participants to find out the responses to fix-up options strategy implementation in comprehending text personal recount. according to the data result, there were various opinions of the students related to this strategy. there are 18 of 22 participants consider this strategy useful for them. four others claimed those steps were useless to support their comprehension ability. thus, the description results of students' response analysis are illustrated as follows: agree on group participants to get significant information from reading material, children must focus. nonetheless, the students had several difficulties in comprehending the material, such as recognizing the main concept, summarising, drawing conclusions, and interpreting language. as a result, the teacher instructed and aided the students by providing the fix-up choices technique to aid their comprehension. the students who thought adopting the fix-up alternatives technique was beneficial for grasping the activity on text personal recount, specifically, the agree group's participant. this group was classified based on the students' statements describing the fix-up choices technique as enjoyable and useful. the first participant said, "this method is interesting because if we still do not understand the text, we can imagine the events related to our experience". based on the students' statements, they can choose the options based on their needs. the terms imagine were visualizing options to illustrate the message explained. for instance, the sentence mentioned going to the beach. the students attempted to recall the action that was frequently associated with the text's story. furthermore, the second participant remarked that this technique was intriguing since interpreting vocabulary may be accomplished by matching a word in a phrase with another term. one of the options provided in this strategy was to figure out unknown words. the students underlined the unknown word and tried to reread it to construct the meaning. in case when students still face none make sense meaning they can choose other options such as reading aloud and stopping to think. it is useful for figuring out the meaning of the words in the text. another participant mentioned that when she tried to apply the reread option after figuring out the confusing part, identifying the meaning was fun and interesting. it eased her to get the meaning related to the message conveyed in the passage. the fix-up strategy provided 366|english franca, vol. 6, no. 2, 2022 some strategies to support comprehension. therefore, the students are aware of selecting the options strategy based on the problem encountered. in addition, the student's response to the fix-up strategy implementation showed the usefulness of comprehending the text's recount. it illustrated the application of this strategy was to support them to catch the information in the text. the third participant mentioned that the fix-up options were a great strategy that helped him know the event in the personal recount text. then, the rereading and predicting options can ease students to find the unknown words meaning interpretation. the students can try the options one by one to reduce their confusion. moreover, the fourth participant believed that the options provided in the fix-up strategy could encourage meaning interpretation. the fix-up options strategy facilitated the students to select the appropriate options flexibly. using suitable options in understanding messages in a text can establish the students to be creative in constructing the meaning. hence, the particular problems detected while monitoring comprehension can identify the supporting options to be applied. the success of a strategy that was applied in overcoming problems in understanding the text can usually be seen from how the reader can explain the information obtained from reading. the comprehension ability success depends on students' reliable statements on the text that was read. according to the students' replies, there were two major characteristics of their comprehension improvement following the use of the fix-up approach in reading text personal recall. interpreting words and forming conclusions was a growing component of understanding. according to the fifth participant, the meaning of an unfamiliar term may be deduced by reviewing the phrase and selecting the proper word to fit it. the students attempted to link the unknown word to the constructed word that they had discovered. in the reading process, the students used past information and constructed their reasoning to build the meaning of each phrase. eventually, word interpretation can deliver comprehension ability and produce inference-making. the students enabled to conclude the reading text based on their understanding. the inference-making was correlated to the vocabulary interpretation. according to the computed score that was given by the teacher toward the comprehension aspect indicated, most of the students' scores achieved the minimum standard score that the school decided. the dominant aspect of improvement was related to the finding of raudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 367 students' opinions. thus, this phenomenon proved the students' response to fix-up options strategy implementation. the other two aspects of comprehension that some students consider increased after applying the options strategy were identifying the main idea and summarizing. the sixth participant mentioned the main idea was the first thing we need to know because it covers all messages a text conveys. the students can identify the main idea by applying the four steps of the fix-up strategy such as rereading, reading aloud, stopping to think, and illustrating the text feature. moreover, the seventh participant expressed her happiness in doing a summary activity. knowing the whole text content and shortening it using my language was easy. this activity can be done after understanding the reading passage. therefore, implementing the steps of the fix-up options strategy establishes the students comprehending of the text's recount. disagree group participants the fix-up options strategy provided several options that can be appropriate to be used to support the comprehension aspect. however, not all reader can fix their problem easily. according to second-grade students, the use of the fix-up options strategy supports their reading text but sometimes cannot be a problem-solving of comprehension. four students from twenty-two participants explained this strategy as unsatisfying. one of the students said that although he followed the steps of the fix-up options strategy provided, he still faced difficulty answering the questions related to comprehension. this phenomenon occurred to the students that thought the text was complicated and lengthy when they got the reading sheet. thus, the attention and motivation to know the information become low. moreover, another participant mentioned, "we can comprehend the reading text depending on the topic, familiar or not". if the topics were related to our real-life activity, it would be easy to understand the message. for example, the text personal recount tells about someone's experience of hiking the mountain. yet the students lived near the sea. when the reading activity, the students found unfamiliar words which make them confused to understand the story conveyed in the text. therefore, the students deemed the fix-up strategy as an unsatisfying tool because it did not positively impact their comprehension of the text's recount. the students were difficult differentiating how to explain the summary and inferences aspects. discussion 368|english franca, vol. 6, no. 2, 2022 the fix-up choices technique was well received by the kids. the majority of students thought that applying the fix-up choices technique in comprehending text personal recollections was beneficial. this method is used to help students with their comprehension problems. students were instructed to self-monitor to detect comprehension failures. using the fix-up method taught the students to pay attention to the reading to understand the message. according to muhassin et al. (2021), the usage of the fix-up alternatives technique might enable students to grasp certain words and phrases. the students concentrated on creating meaning. the prior study was consistent with the student's reactions to this application tool. in sum, the fix-up options strategy provided some options to encourage the students to fix their confusion. the students' opinions toward this strategy were in line with duffy's (2009)theory. the fix-up trained the reader to look back at the passage when they got stuck and fixed those difficulties using appropriate options. the students were asked to keep reading to gain information and select the options based on the problem that arise (tovani, 2000). therefore, it is mentioned as a supporting tool for comprehension success. furthermore, moreillon, (2007)stated that to help and support the comprehension ability to be successful, the reader can apply some options of fix-up strategy. according to students’ opinion, this strategy was helpful to remove the misunderstanding meaning of a text. this finding was in line with and supports the research conducted by suhermanto (2019)that there was a significant effect on reading comprehension after the fix-up strategy implementation. the dominant aspects of improvement were inferences and vocabulary. the students can answer the questions related to the comprehension aspect correctly. this phenomenon was according to the chosen options in fixing the confusing part. the students selected options to figure out unknown words, reread, visualize, and stop to think to interpret vocabulary. moreover, in making inferences, the prediction, background knowledge involvement, and someone's help options were used. some of the students considered following the steps of those options beneficial. in addition, two other reading comprehension aspects were identifying the main idea and summarizing. some students consider the comprehension ability to increase in those two aspects. (suhermanto, 2019)found that students become independent and creative in understanding the text. applying some options provided by the fix-up strategy can allow the students to express their understanding of the raudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 369 main idea identification. moreover, the summarizing activity can be done after constructing the meaning of the text. the students can shorten the information in the passage freely by using their creativity to create a new text with similar content. conclusion regarding the finding of this study regarding the students' response, it can conclude that the second-grade students of pkpu have a positive opinion toward the fix-up options strategy implementation. most students considered this strategy is fun and helpful in supporting their comprehension ability. this strategy was beneficial to reduce confusion part by choosing the appropriate options. according to the student's responses, the most important understanding component was forming inferences and interpreting vocabulary increase after applying the fix-up approach alternatives. in conclusion, the fix-up choices technique was enough to improve students' reading comprehension, even though it did not cover the entire reading element. references abdelrahman, m. s. h. b., & bsharah, m. s. (2014). the effect of speed reading strategies on developing reading comprehension among the 2nd secondary students in english language. english language teaching, 7(6), 168–174. affendi, m.(2017). buku penunjang bahasa inggris untuk kelas viii smp/mts. fgp press. birmingham, p., & wilkinson, d. (2003). using research instruments: a guide for researchers. routledge. cresswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. lincoln: pearson. dole, j.a., & pearson, p.(2015). moving from the old to the new: research on reading comprehension instruction. american educational research, 239–264. duffy, g. g. (2009). explaining reading: a resource for teaching concepts, skills, and strategies. guilford press. erickson, g., & gustafsson, j.-e. (2005). some european students’ and teachers’ views on language testing and assessment. retrieved from ealta webpage: www. ealta. eu. org> resources. 370|english franca, vol. 6, no. 2, 2022 grabe, w., & stoller, f. l. (2002). teaching and researching reading. logman. hamra, a., & syatriana, e. (2015). developing a model of teaching reading comprehension for efl students. teflin journal, 21(1), 27–40. jamila., said, a. m., & rasyid, m. r. (2020). the effectiveness of fix-up strategy toward the students’ reading comprehension. english language teaching for efl learners, 2(1), 137–148. kispal, a. (2008). effective teaching ofinference skills for reading. new york:department of children, school families press. knapp, p., & watkins, m. (2005). genre, text, grammar: technologies for teaching and assessing writing. sidney: unsw press. liu, f. (2010). a short analysis of the nature of reading. english language teaching, 3(3), 152–157. mclaughlin, m. (2012). reading comprehension: what every teacher needs to know. the reading teacher, 65(7), 432–440. miles, m. b., huberman, a. m., & saldaña, j. (2018). qualitative data analysis: a methods sourcebook. sage publications. mingsakoon, p., & srinon, u. (2018). development of secondary school students’ generic structure execution in personal experience recount writing texts through sfl genre-based approach. advances in language and literary studies, 9(6), 112–119. moreillon, j. (2007). collaborative stategies for teaching reading comprehension. american library association. muhassin, m., annisa, j.,& hidayati, d. a. (2021). the impact of fix up strategy on indonesian efl learners’ reading comprehension. international journal of instruction, 14(2), 253–270. ngabut, m. n. (2015). reading theories and reading comprehension. journal on english as a foreign language, 5(1), 25–36. nunan, d. (2003). practical english language teaching.new york: mcgrawhill. riswanto., risnawati., & detti, l. (2014). the effect of using kwl (know, want, learned) strategy on efl students’ reading comprehension achievement. international journal of humanities and social science, 4(7), 225–233. raudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 371 slavin, r. e. (2007). educational research in an age of accountability. usa: pearson. suhermanto, h. (2019). the effect of fix up options strategy in enhancing students’reading comprehension in iain curup. english franca: academic journal of english language and education, 3(1), 1–14. tovani, c. (2000). i read it, but i don’t get it: comprehension strategies for adolescent readers. stenhouse publishers. yusuf, q., yusuf, y. q., yusuf, b., & nadya, a. (2017). skimming and scanning techniques to assist efl students in understanding english reading texts. |irje| indonesian research journal in education, 43–57. 372|english franca, vol. 6, no. 2, 2022 empty page english franca: academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.3398 how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study reza anggriyashati adara universitas islam 45 bekasi reza.adara@gmail.com novita puspahaty universitas islam 45 bekasi novita@englit45bekasi.org abstract the present study aims to analyze how a group of efl learners in indonesia maintained their motivation and positive attitudes toward english learning during the covid-19 pandemic. the present study applied a qualitative study by conducting semi-structured interviews with ten respondents. the results suggest that the covid-19 pandemic has affected the respondents significantly. at the beginning of the covid-19 pandemic, most respondents were demotivated but they were able to motivate themselves again by reminding themselves of the reasons they learned english in the first place. those reasons are mostly dominated by extrinsic factors such as their need to get jobs, studying overseas and the benefits of mastering english for their future also motivated the respondents. however, some are still motivated to learn english because they are intrinsically motivated. the results suggest that both intrinsic and extrinsic motivation are needed to maintain learners' motivation and positive attitudes toward language learning. in addition, maintaining personal communication with students during tough times such as the covid-19 pandemic seems important to be conducted by teachers. by keeping personal communication, teachers can help maintain students' motivation. besides that, the findings of the present study indicate that the respondents used various methods to maintain their motivation such as using social media to learn english and constantly reminding themselves of their language learning goals. mailto:reza.adara@gmail.com mailto:novita@englit45bekasi.org 278 | english franca, vol. 5, no. 2, 2021 in regards to this, teachers should help students by integrating social media into the lessons and providing affirmations that remind students of the benefits of english language mastery. keywords: efl learning, motivation, attitudes, pandemic introduction one of the aspects which have been drastically changed during the covid-19 pandemic is education. to prevent the transmission of covid19, schools and informal courses are closed. instead of real-life classrooms, online learning is implemented. similar to the other subjects, english is also taught online. however, online learning and teaching may pose challenges to efl (english as a foreign language) learners as ones in indonesia. students confront a variety of challenges in this online education, including facility and infrastructure preparedness, learning achievement, and student attitudes (taufik, et. al, 2020). a study of famularsih (2020) on students ’experiences in using online learning applications during the covid-19 pandemic shows slow-speed internet connection, multiple tasks forced upon students, and lack of interaction between students and lecturers as the main challenges in learning english during the covid-19 pandemic. the weight of evidence suggests that the changes brought by the covid-19 pandemic may cause unique challenges to be overcome by teachers and students, especially in the indonesian efl learning context. related to the above paragraph, besides improving teaching techniques, teachers can overcome teaching challenges by improving their students ’motivation. it is needed because motivation is not only one of the important factors in efl learning but it also helps improve learners ’attitudes toward efl learning (mantiri, 2015; kazantseva et al., 2016) and ensures the success of language acquisition (carrió-pastor & mestre, 2014). however, lack of motivation has been reported as one of the main teaching and learning challenges in indonesia (hibatullah, 2019; yulia, 2013). it is why analyzing students ’motivation is important as it will provide more information on how to improve students ’motivation (adara, 2019). besides that, the provision of research toward motivation reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 279 can give educators more insights on sustaining learners ’interest in efl learning (dörnyei, 2014). thus, despite being a challenge, motivation needs to be maintained and investigated. the present study aims to investigate how efl learners in indonesia maintain their motivation and positive attitudes during the covid-19 pandemic. by investigating these variables, the present study aims to provide more insights into learners ’strategies to maintain their motivation, especially during critical moments such as the covid-19 pandemic. lamb (2016) argues that motivation is influenced by complex internal and contextual factors and can change unpredictably. several studies have shown how motivation can change when learners are subjected to certain treatments or circumstances. a study by waninge et al (2014) shows the increase and decrease of learners ’motivation after they were subjected to a course of lessons. in addition, macintyre & serroul (2015) reports dramatic fluctuations of motivation during various communicative tasks. they found that learners ’motivation can be influenced by basic factors such as the topics of the lessons. it can be said that investigating learners ’motivation periodically is important because it is a subject of change. as one of the life-changing events, the covid-19 pandemic can change learners ’motivation and attitudes toward efl learning. it seems important to investigate what or how it has changed learners ’motivation and attitudes. previous studies such as ones conducted by famularsih (2020) and muslimin & harintama (2020) who analyzed the effects of online learning during pandemics on students ’ motivation, challenges, and alternatives have not specifically investigated how students maintain their motivation and positive attitudes. therefore, the present study aims to fill the void due to the lack of studies toward learners ’motivation and attitudes during the covid-19 pandemic, especially in the context of efl learning in indonesia. in addition, the present study aims to analyze motivational factors and attitudes of a group of efl learners in indonesia to learn english during the covid-19 pandemic as well as strategies they use to maintain motivation and positive attitudes during the covid-19 pandemic. 280 | english franca, vol. 5, no. 2, 2021 theoretical framework the present section aims to discuss theoretical background and previous studies which underlie the present study. learners ’motivation and attitudes motivation is one of the important factors which determine the success of efl learning. in this regard, motivation can be defined as a reason or objective which a person has to behave in a given manner in a given situation (barak et al, 2015). furthermore, gusmuliana, et. al, 2020) stated that motivation is the capacity to devote a significant amount of time and effort to the achievement of organizational goals, based on the potential of the endeavor. in the efl learning context, a set of learners ’ efforts, desires, and attitudes to reach their language learning goals is defined as motivation (loewen & reinders, 2011). despite being dedicated and capable, a learner might not be able to reach their language learning goals without sufficient motivation (adara, 2020). due to its importance, numerous theories have been posited to describe it. one of them is self-identification theory (sdt) by deci & ryan (1985). their theory maintains a tenet of distinction between intrinsic and extrinsic motivation. while intrinsic motivation refers to a state of being where a student learns a target language due to his/her interest, and extrinsically motivated student is influenced by external circumstances such as peers, teachers, family, economic goals, or else. thus, their theory posits the importance of improving extrinsic motivation such as providing better learning environments or teaching methods to improve intrinsic motivation. it can be said that sdt theory argues that both intrinsic and extrinsic motivation affect each other. motivation and attitudes are two inseparable aspects that determine success in efl learning (ellis, 2006). in this regard, an attitude refers to the way of thinking, feeling, or behaving which influences how someone acts in certain ways (nafi et al, 2016). positive attitudes toward language learning help students to achieve their language learning goals (dörnyei & csizér, 2002), and students ’motivation toward language learning can be determined from their attitudes (bradford, 2007). students ’attitudes can be a predictor of their performance in language reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 281 acquisition (nafi et al, 2016). numerous studies show that students with positive attitudes will be more successful than ones with negative attitudes (bidin et al, 2009; thang et al, 2011). the weight of evidence suggests that motivation and attitudes are two important factors in efl learning. numerous studies have investigated both motivation and attitudes in efl learning in various learning situations. yang’s (2012) study on attitudes and motivation toward efl learning among a group of students in malaysia shows a correlation between positive attitudes toward the target language and a high level of motivation. in addition, the participants were motivated by both intrinsic and extrinsic factors. a study by mat (2014) investigates the attitudes and motivation of a group of malaysian efl learners. the results of his study suggest that the participants are highly motivated, and have positive attitudes toward english learning. in addition, fandiño et al (2019) study on motivational factors of a group of college students in colombia to learn english through e-learning shows that external factors can heavily influence the participants. besides that, dincer & yesilyurt’s (2017) study on the relationship between efl learners ’motivation to speak and autonomous support of teachers indicates a correlation between intrinsic and extrinsic motivation as intrinsically motivated students can still be heavily influenced by their teachers ’performances. the above studies show that attitudes and motivation correlate with each other and are influenced by both intrinsic and extrinsic factors. research methodology research design the present study applies a qualitative study to obtain its results. nassaji (2015) argues that the qualitative method is more suited for analyzing l2 classrooms because experimental research may lead to the generalizability of its findings that can be difficult to be found in real-life classrooms. 282 | english franca, vol. 5, no. 2, 2021 respondents the respondents of the present study are ten college students majoring in english literature from a private university in bekasi, indonesia. the sampling used in the present study is convenience sampling due to the covid-19 pandemic. data collection and analysis as it aims to provide an insight toward students' motivation and attitudes toward language learning during the covid-19 pandemic, the present study uses interviews to examine motivational factors and attitudes. in regards to the present study, semi-structured interviews were conducted in english through whatsapp, a chatting application. the interviews lasted around an hour each. although the respondents were encouraged to speak up their opinions and experience regarding their motivation and attitudes toward language learning during the covid-19 pandemic, there is a list of questions set as a guide. following are the questions: 1. what motivates you the most to learn english during the covid-19 pandemic? 2. how do you feel about learning english during the covid-19 pandemic? 3. how do you maintain your motivation to learn english during the covid-19 pandemic? the interviews ’results were transcribed and checked by the respondents to see their reliability. in addition, as suggested by révész (2012), another researcher transcribed part of the material to check its reliability. collected data is analyzed through coding. in regards to the present study, transcribing results were coded into several categories namely motivation, attitudes toward language learning, and strategies to maintain motivation during the covid-19 pandemic. reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 283 results and discussion results the present section aims to discuss the results of the present study. the results of the present study show that most respondents are still motivated to learn english and have positive attitudes toward the english learning process during the covid-19 pandemic. following are several factors which make them learn english during the covid-19 pandemic: extrinsic factors: getting better jobs few respondents commented that they are still motivated to learn english because they want to get better jobs. following are the comments of some respondents: “my motivation to learn english is because i want to be a tour guide.” (respondent 7) “i learn english for my better job because i want to work in an international company. learning english also helps me to understand many things." (respondent 8) communicating with people from different countries one of the factors which motivate the respondents to learn english is because they can use english to communicate with people from different countries. “in my fandom life, the rest of information from my favorite people mostly are translated in english. so, i have to keep learning english to understand the information.” (respondent 6) “besides that, english also makes it easier for me to communicate and also helps others communicate.” (respondent 9) 284 | english franca, vol. 5, no. 2, 2021 studying abroad several respondents also said that they were motivated to learn english during the covid-19 pandemic because they want to study abroad. following are their comments: “one of my biggest motivations to still learn english is, i won't go abroad for studying." (respondent 10) “my dream of going to school in england is one of the strongest motivations for learning my english.” (respondent 9) the findings of the present study also suggest that most respondents have positive attitudes toward english learning despite being in the middle of a pandemic. following are some comments which reflect their attitudes toward efl learning: “i find myself so intriguing to learn english, even if i already learned the previous subject. there [is] always something you were missing or forgotten and it's so refreshing to learn it again.” (respondent 1) “learning english is very happy because with this i can meet many friends from various countries." (respondent 3) “i am always enthusiastic when learning english.” (respondent 7) despite being in the middle of the covid-19 pandemic, the above comments suggest that most respondents have positive attitudes toward efl learning. it is surprising because the covid-19 pandemic is reported to bring several hurdles to efl learning. the findings of hartshorn & mcmurry’s (2020) study illustrate that the pandemic brought new stressors to teachers and students. as their anxiety toward the pandemic grew, they became less concerned with the teaching and learning process. in addition, online learning becomes a challenge for teachers and students, resulting in less language development especially in speaking skills due to the lack of interaction. nevertheless, the respondents of the reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 285 present study are still able to maintain a high level of positive attitudes toward language learning. related to the level of positive attitudes shown by the respondents of the present study, several factors may influence it. a study by ngo et al. (2017) on the differences in motivation level between non-english-major and english-major students suggests that english-major students show higher levels of intrinsic motivation than their non-english-major counterparts. they maintain that in contrast to their counterparts, english-major-students have prepared themselves to learn english as their major. in regards to the present study, like english literature students, the respondents of the present study seem to have more positive attitudes toward language learning because they prepared themselves before taking the courses. it is helpful because as maintained by vu & rochelle (2015), students with more positive attitudes and motivation will have better language learning strategies, helping them to master the target language. however, it does not mean that all english-major students will have strong motivation and positive attitudes toward language learning. as shown by ngo et al. (2017), being english-major-students does not mean one has a high level of intrinsic motivation. individuals who are obligated to learn english because they merely want to pass the exams or else may quit learning as soon as possible (deci & ryan, 2012). thus, it seems important for teachers to foster students ’motivation despite their majors. although some respondents admitted that they were once demotivated due to the pandemic and online learning, the respondents of the present study used several methods to maintain their motivation and positive attitudes toward efl learning during the covid-19 pandemic. below are methods are taken by the respondents of the present study to maintain their motivation and positive attitudes: “i often read some conversation groups on social media. the groups i join are mostly about gaming, but the people there generally talk about everything. from there i learn about their struggles and stories. seeing people always trying their best to do their activities 286 | english franca, vol. 5, no. 2, 2021 in this difficult situation [to] keep my motivation up." (respondent 1) “consistent, practice all the time and looking for other english references.” (respondent 3) “for some people, it [is] kind of boring if you learning english in front of a screen (laptop or cellphone) and i can't express myself freely in the screens. but now, zoom and other video conferences apps are available to help us express our english." (respondent 6) “if i feel bored when studying seriously, so i learn english through social media, such as tiktok, twitter, instagram, youtube, or film." (respondent 7) “maybe sometimes i have a rough day, but i never let my body down because of a bad thing. i always believe that storm will always change into a rainbow. i usually imagine all that i want to be in the future before i sleep, and thinking about my desire that i want to realize nearly also in the future." (respondent 8) intrinsic factors: besides extrinsic factors, the respondents are also intrinsically motivated to learn english. following are some of their comments: “i find myself so intriguing to learn english, even if i already learned the previous subject. there is always something you were missing or forgotten and it's so refreshing to learn it again.” (respondent 1) “i am happy to learn english because learning english is one of my passion." (respondent 8) “i learn english because i love the language. not only the language, i like the people, the culture, the country, etc. i realize that learning the english language is very important since i was in junior high school…" (respondent 9) reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 287 as shown by the above comments, the respondents may have a moderate level of intrinsic motivation. nevertheless, it does not seem as significant as their extrinsic motivation. discussion the above results show that some respondents are extrinsically motivated to learn english because they want to obtain better jobs, communicate with people from various countries, and study overseas. similar results were obtained by a study by nguyen & habók (2017) on the motivation of a group of vietnamese non-english-major students motivation to learn english. their results show that most participants are motivated to learn english because they think it may help them get a better career, study opportunities, and communicative needs. similarly, the results of the present study resonate with several previous studies (chairat, 2015; liu & huang, 2011; ngo et al., 2017). on the other hand, a study by tran & baldauf (2007) showed that students were mostly motivated because they were required to learn english. it contradicts the results of the present study. several factors may affect the differences. firstly, the present students may have more awareness of the importance of english language mastery for their future. instead of being forced, students seem to learn english because they know it will be beneficial for their future. secondly, as suggested by nguyen & habók (2017), the shift from the traditional language approach to the integrated learning model at universities may influence students ’ motivation. a study by adara, nuryadi, & nasution (2019) shows that students are more motivated to learn english in the university because their tutors provided a more diverse teaching approach that caters the improvement of four skills (reading, writing, speaking, listening) than their high school teachers who only focused on teaching english grammar. in addition, socio-cultural contexts where english has a dominant position in society (le & chen, 2018; nguyen, 2017) may affect students ’motivation. the results of the present study show that the respondents are aware of the position of english mastery in society. nevertheless, students ’motivation still needs to be encouraged by 288 | english franca, vol. 5, no. 2, 2021 universities or schools by providing them with an integrated teaching approach that supports the improvements of students ’english skills. related to intrinsic factors, similar results were shown by truong’s (2016) study toward a group of vietnamese efl learners. his participants achieved a certain level of english fluency and were motivated to learn english because they want to get better jobs. the results of a study by ngo et al. (2017) also show a moderate level of intrinsic motivation among their participants. in addition, a study by mat s (2014) describes how a group of malaysian efl learners are more motivated by extrinsic factors than intrinsic ones. his results corresponded with other studies which specifically analyze efl motivation ’contexts in malaysia (bidin et al., 2009; zubairi & sarudin, 2009). it can be said that the results of the present study share similarities with studies conducted in other countries. it has been argued that intrinsic motivation is psychologically better because learners are motivated due to their interests instead of other external factors which can be a subject of change. the results of ngo et al. (2017) illustrate how intrinsically motivated students spend more time and effort to master english. in addition, nguyen & habók (2017) remark that internally motivated students display higher levels of motivational orientations than externally motivated ones. however, it does not mean that being extrinsically motivated is less than being intrinsically motivated. in this regard, although being intrinsically motivated has been argued as better because it is regarded as one that fulfills the psychological needs (deci & ryan, 2000), it does not mean that the participants of the present study are less motivated than ones who show high levels of intrinsic motivation. it is because both types of motivation are important. after all, they can support each other (adara & haqiyah, 2021). kim (2007) argues that learning english should be motivated by the interest in language and socially constructed needs (getting better jobs, communicating with people) because it can help students embody their motives into specific goals which is the mastery of language. it can be said that despite being less intrinsically motivated, students still need to have extrinsic factors which motivate them to learn english. reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 289 related to the above factors, some alternatives can be done to support students ’extrinsic motivation. the results of carreira’s (2006) study illustrate the contribution of external factors such as education, teachers, parents, peers, and the classroom toward the decrease of students ’motivation. besides that, mat s (2014) depicts the importance of teachers as ones who motivate students to look forward to english lessons. in this regard, teachers seem to influence students ’motivation significantly (khazaie & mesbah, 2014; poornima et al., 2016) through a series of techniques or strategies that can motivate students. in this regard, teachers can prepare activities or tasks which are meaningful or challenging for them (cheng & dörnyei, 2007; dornyei & csizér, 2002; mulalić & obrali, 2016). for example, teachers can integrate songs into english lessons. a study by adara (2020) shows an improvement in students ’motivation after songs are integrated into the lessons. similar results are shown in the studies of dzanic & pejić (2016) as well as chen & chen (2009). the above points show the importance of teachers to motivate students. in addition, teachers can maintain students ’motivation by keeping in touch with their students regularly. during the covid-19 pandemic, people were forced to socially distance themselves, making classrooms resort to online classrooms. this can lead to students and teachers being isolated from each other and making relationships more distant. a study by adara & najmudin (2020) describes how online learning may lead to students ’demotivation as they could not meet their teachers and peers. some teachers, as a part of motivational strategies, keep in touch with their students through online chatting applications (adara et al., 2021). although it seems less than ideal because it cannot entirely replace real-life connections, it can bridge the communication gap between students and teachers during the covid-19 pandemic. the weight of evidence shows the influence of teachers on the improvement of students ’motivation. related to the present study, it seems imperative for teachers to provide better support for students ’motivation so that they can maintain their motivation during the covid-19 pandemic. in addition to activities or tasks, technology can be a helpful source to improve students ’motivation. adara & haqiyah’s (2021) study on the effects of call (computer assisted language learning) toward the 290 | english franca, vol. 5, no. 2, 2021 improvement of students ’motivation illustrates the positive correlation between the integration of call in efl classrooms and students ’ motivation. several studies have shown the positive impacts of technology toward students ’motivation in efl learning (başöz & çubukçu, 2014; fatemi jahromi & salimi, 2013; tavakoli et al., 2019). therefore, besides providing encouraging activities or tasks to students, it seems imperative for teachers to integrate technology into the classrooms to improve students ’motivation. groves (2010) argues that extrinsic and intrinsic motivation are related to each other. when students are extrinsically motivated for example having supportive teachers or a learning environment, they will develop sincere interests in language learning, resulting in intrinsic motivation. however, simply integrating technology into classrooms may not be a quick solution to improve students ’motivation during the covid-19 pandemic. it is because implementing technology is a requirement during the covid-19 pandemic as online classrooms become the new normal. in addition, constant use of technology during online classrooms may lead to students ’fatigue (adara & najmudin, 2020). therefore, it seems important for teachers to choose suitable technology that can cater to their students ’needs and avoid fatigue. by doing those things, teachers can keep maintaining students ’motivation while integrating technology into the classrooms. the results show several solutions conducted by the respondents to maintain their motivation and positive attitudes during the covid-19 pandemic. it can be seen that the respondents use technology such as social media and online applications to maintain their motivation. in addition, they maintain their motivation by reminding them of their goals to master their language learning goals. affirming the benefits of mastering the target language seems beneficial for students (alqahtani, 2017). in this sense, teachers can encourage students to remember their language learning goals as well as the benefits of language mastery such as getting better jobs or traveling abroad. the findings of the present study indicate that the respondents used various ways to maintain their motivation and positive attitudes. related to the above findings, technology has been argued as beneficial to improve learners ’motivation. a study by li (2017) on the reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 291 use of social media in teaching and learning activities shows that youtube is mostly used by students to look for course-related materials. in addition, a study by slim & hafedh (2019) points how facebook, a social media website, causes positive responses and a high satisfaction level when it is integrated into classrooms. furthermore, social media is impactful for improving collaborative learning, interactivity with peers and teachers as well as online knowledge sharing behavior (ansari & khan, 2020). nevertheless, teachers still need to guide students who learn english through social media. the provision of teachers ’guidance will help students navigate social media learning. for example, teachers can ask students to watch a video on social media before the class and discuss it later. in addition, they can ask students to note the use of language in social media. teachers can also find some educational social media accounts which can be beneficial for language learning. conclusion covid-19 pandemic poses a new challenge to efl learning and teaching in indonesia. as students and teachers are forced to resort to online classrooms, it can affect their motivation and attitudes significantly. the present study aimed to investigate how a group of efl learners in indonesia maintained their motivation and positive attitudes during the covid-19 pandemic. by investigating those variables, teachers and researchers may gain more insights on improving students ’ motivation. the present study applied a qualitative method by interviewing ten respondents who majored in english literature from a private university in indonesia. the findings of the present study indicate that the respondents were motivated to learn english because they want to get better jobs, study abroad, communicate with people from different countries, and have an interest in language learning. in addition to displaying a relatively high level of positive attitudes toward efl learning, the respondents maintained their motivation and positive attitudes by learning english through social media and affirming their language learning goals. 292 | english franca, vol. 5, no. 2, 2021 references adara, r. a. 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(2009). motivation to learn a foreign language in malaysia. gema online journal of language studies, 9(2). 298 | english franca, vol. 5, no. 2, 2021 microsoft word a374-4e54-c61a-c580 english franca vol 1 no 02 tahun 2017, stain curup page 115 p-issn 2580-3670, e-issn 2580-3689 authentic material and interactive activities in efl classroom masita arianie state collage for islamic studies (stain) curup arianiemasita@gmail.com abstract actively engaging efl learners in the classroom will help them think more deeply about the course content, bring additional energy to the classroom, and help identify the extent to which they may be struggling with the material. yet, some teachers of english are having problem to engage students’ attention. incorparating authentic material and interactive activities such as jigsaw reading and group discussion can be alternative ways to deliver the materials.the purpose of this paper is to highlight interactive activities which can motivate students and increase their interest in leaning english in efl classroom. keyword: authentic material, interactive activities and efl classroom introduction how many teachers recognize this situation? teacher a comes into teacher room and collapes into a chair with a groan. “how i should teach to engage their attention. they just sit there the whole time and seem like day dreaming. i can’t get any response out of them. it’s boring.”teacher b listens to and replies “i feel same. this class i have this semester is just hopeless. sometimes, they can’t follow what i’m talking about at all.” involving efl learners to participate actively in the classroom is one of the most teachers’ challenge. various learners background knowledge and need must be considered. it is in line with what dornyei (1998) who said that motivating students in the english as a foreign language (efl) classroom is often a complex and difficult task thatinvolves a multiplicity of psycho-sociological and linguistic factors. english franca vol 1 no 02 tahun 2017, stain curup page 116 p-issn 2580-3670, e-issn 2580-3689 therefore, teacher needs to provide an authentic material and interactive activity to engage learners’ attention and create communicative classroom atmosphere.moreover, teachers must deal with time and the material stated by the curriculum. this english teachers’ dilemma comes up to as a serious prolem especially in undergoing the teaching and learning process.active involvement in the learning process is vitally important in two areas: (a) for the mastery of skills, such as critical thinking and problem-solving and (b) for contributing to the student’s likelihood of persisting to program completion (braxton, jones, hirschy, & hartkey, 2008; prince, 2004). authentic material kilickaya (2004), defines authentic materials is"exposure to real language and use in its own community." nowadays, preparing students for real life situations is of utmost concern for english language teachers, especially in efl classes. exposing students to such language forms will enable them to cope with genuine interaction, whether it is inside or outside the classroom.when authentic materials are used with the purpose of students‘ learning, students will have a sense that the real language for communication is being learnt, as opposed to classroom language itself. in contrast to the design of the text books, authentic materials are intrinsically more active, interesting and stimulating (lee, 1995; little, devitt & singleton, 1988; peacock, 1997; shei, 2001).freeman (2000, 129) states that one of the characteristics of communicative language teaching is using authentic materials. communicative language teaching approach changes the view of syllabus designers toward english subjects, from just a language to be learned like other subjects in the school, to a very important tool of communication inside and outside the classroom. hence, the syllabus designers are advised to take into account the learners' needs and provide them with the chance, to be able to communicate the learned language in real situations. in short,it can be synthesized that the authetic material is material which consider students’ need adjusting real situation. to develop language learning and teaching practices in the real life situation and to fulfill social purpose of the community, an authentic textbook is a highly significant factor. rogers and medley used to refer to “language samples ... that reflect a naturalness of form and an appropriateness of cultural and situational context that would be found in the language as used by the native speakers” english franca vol 1 no 02 tahun 2017, stain curup page 117 p-issn 2580-3670, e-issn 2580-3689 (rogers, c.& medley, f., 1988). according to ur, students usually have troubleunderstanding texts outside of the classroom because classroom readingmaterials do not reflect the language of the real world. she states, “we want ourlearners to be able to cope with the same kinds of reading that are encounteredby native speakers of the target language” (ur, 1996).berardo provides three criteria for choosing authentic texts: suitability ofcontent, exploitability, and readability (berardo, 2006). suitability of contentindicates that the text should interest the students as well as be appropriate to their needs and abilities. bacon and finneman add that the texts should beculturally relevant to the experience of the students (bacon, s. & finneman, m.,1990). in this vein, lee states that “a careful and wise selection of materialsfocused on learners is a must if we want a positive response from them” (lee,1995). exploitability refers to how the text can be used to develop the students’competence and how the text can be exploited for teaching purposes. types of authentic materials: teaching materials are a very essential part of teaching and learning a foreign language. these days, the resources for teaching materials are available for everybody. the internet is regarded as a very important and rich source for authentic materials. genhard (1996) classified authentic materials into three categories as follows: 1. authentic listening materials, such as radio news, cartoons, songs, etc. 2. authentic visual materials, such as street signs, magazines and newspapers pictures, post cards, etc. 3. authentic printed materials, such as sports reports, newspapers, restaurant menus, train tickets, etc. the use of authentic materials in the efl classroom: using inappropriate teaching materials makes learners face difficulties in learning a foreign language. learners need to be motivated to succeed in learning any language. therefore, teaching materials must be motivating and raise learners' interest. if teaching materials are not interesting and motivating, learners will learn nothing. in order to help learners learn better, a lot of researchers suggest using authentic materials (am).richards (2001), mentions several reasons for using authentic materials in the classroom. these are: (1) they prepare learners for real life, (2) they meet learners' needs, (3) they affect learners‘ motivation positively, (4) they encourage teachers to adopt effective teaching methods and (5) they present authentic information english franca vol 1 no 02 tahun 2017, stain curup page 118 p-issn 2580-3670, e-issn 2580-3689 about culture. authentic materials therefore, help learners realize the relationship between the language presented in the classroom and the language used in real world situations. from his side, genhard (1996) believes that authentic materials "contextualize" the language learning. in addition, authentic materials help to bridge the gap between the language being taught in the classroom and the language used by real people in real situations in the real world. interactive activities another significant dimension to language learning is providing learners with opportunities to interact freely and learn from each others' mistakes (lightbown & spada, 1993, davis, 2003; ghaith, 2003). interactive activities for teaching english as a foreign language to university students improvescomprehension and communicative competence as found by morell (2004) who compares conventionalnon-interactive methods with minimal student interventions with interactive classes that use entertainment, students’oral presentation and student interventions. findings indicate that in interactive classes, teachers are aware of their students’ needs to understand and improve their communicative competence and of the importance of studentinvolvement. in non-interactive classes, teachers felt pressured by time and course syllabus and commented that moretime and preparation would be needed if they are to convert to interactive teaching methods. interactive classes are also favored by students’ language learning strategies in four colleges of business, basic education, technological and health sciences in kuwait (el-dib, 2004). data were analyzed by the strategy inventory of language learning (sill) and findings indicate that students prefer the active naturalistic use of the language, i.e. language as the main communicative means by students from different nationalities. for those who use lecture as the primary delivery method in the classroom, there are a few relatively easy methods to increase student involvement and interest in the classroom. 1. jigsaw reading this activity, in which students practice summarizing information and work on oral communication skill, is a great way to cover large amounts of reading material in a short period of time. students collaborate and interact with their peers as they chech their understanding of the reading with one another, and they also practice teaching information to heir fellow group members. jigsaw reading can be used with any topic and entails reading article or english franca vol 1 no 02 tahun 2017, stain curup page 119 p-issn 2580-3670, e-issn 2580-3689 textboox chapter with distinct sections that can be divided among students. because it is easyly adapted for different levels and ares of study. the grouping strategies for any jigsaw activity will vary depending on the size of the class and the diversity of reading levels. it is possible to select and assign contextually relevant text at a variety of reading levels. if the text(s) selected are too long to be read during class, they can be assigned as homework a the end of the previous lson, and the activity can simply commence at step 3, below. language objectives: developing reading skill, presenting oral summaries, and improving listening skills. materials: several reading passageon the same topic or theme, or one longer passage natural break that have been clearly marked and labeled. the text can also be cut into setios so that students anly read the part they have been assied. time: one class period if the reading is done in class, 20-30 minutes if the reading is assigned beforehand; the required time varieties depending on the length of the reading passage. procedures: step 1: divide students into groups according to the number of sections that need to be read. for example, if he text has been divided intosix sections, there will be six students in each group. step 2: hand out the artile and assign a different secion to each students in each group. provide the students enough time to read through their section twice. step 3: ask students to form expert groups. for example, all of the students in class who read section one should form a group to discuss this section. large class may require multiple expert groups for each section. students in each expert group summarize their section, answer questions that have been assigned or that they have formulated during their reading, highlight their point, check their understanding of the text, review new vocabulary, and practice the information they will present when they return to their original groups. step 4: students return to their original groups, where each member explains his or her section of the reading to the rest of the group. step 5: once it becomes clear that the students have mastered the content of the text, ask them to reflect on the activity that was used to deliver the content. describe how the jigsaw activity will support readers in their own classroom. in group or as a class, ask students english franca vol 1 no 02 tahun 2017, stain curup page 120 p-issn 2580-3670, e-issn 2580-3689 to review the steps of the activity and brainstorm ways in which they would apply it in their own classroom. 2. word bank according to hedgcock and ferris (2009, p. 81),the word is the most basic unit of written text means that vocabulary is integral to reading comprehension and is the foundation on which a great deal of classroom knowledge is built. language learners and native speaker alike must learn the specialized terminology of their field, such as photosynthesis, motosis, reproduction, and adaptation in the science class; integer, factorial, denominator, and polygon in the mathematics class; and metaphor, plot, onomatopoeia, and climax in the english literature class. the word bank activity serves a number of purposein the teacher training course. it is used to test the students’ knowledge about vocabulary(e.g., word part, polysemy, collocation) as well as their knowledge of key vocabulary used in their subject areas. the activity also provided students with practice materials that will motivate their future students to participate in class and to build their own language skills. language objectives: augmenting content-specific vocabulary and building knowledge about vocabulary that can be applied to future learning context. materials: dictionaries, photos from magazinez or the internet, index card, and textbooks from the students’ subject areas. time: 15-20 minutes in class, or several days ouyside of class, depending on the homework schedule. procedures: step 1: present the concept of polysemy and collocation. find out if the students are familiar with the term or if they can guess what the term mean by using their knowledge of word part. step 2: briefly explain the concept of polysemy and provide students with examples that are relevant to their subject areas. for example, the word party describes either a celebration or a political party. likewise, the word power has different meaning when it is used in mathematics, electrical engineering, and political science context. allow students several minutes to work in pairs and brainstorm more example from their subject areas. step 3: briefly explain the concept of collocation and provide students with example that are relevant to their subject areas. for example, the terms thesis english franca vol 1 no 02 tahun 2017, stain curup page 121 p-issn 2580-3670, e-issn 2580-3689 statement and sentence fragment in the english class, prime number and greatest common factors in the mathematics class, and global warming and cellural respiration in the science class contain words that customarily appear with each other to describe a given concept. allow students several minutes to work in pairs and brainstorm more examples from their subject areas. step 4: inform students that they will be adding to the brainstorming lists to create a word bank that can be used as a resource in their classrooms and as a model should thay choose to have their learners complete the same activity. the remaining steps can be introduced in class-with an accompaniying model created by a student or the teacher-but can also be completed as homework. step 5: students select five examples of polysemy that appear in their subject areas and are appropriate for their grade level. they create a flashcard for each term with a picture on one side and a brief definition of how the term is used in different contexts on the other side as demonstrated in figure 1. side 1 picture (cut out from a magazine, download from the internet, or drawn by the students) side 2 1. party: a social gathering for a celebration or special purpose. 2. party: a group of people with common political interests, such as the democratic party. figure 1. word bank entry for polysemy step 6: students select five examples of collocations from their subject areas appropriate for their grade level. they create a flashcard for each term, with a picture on one side and a brief explanation of how the term is used in their subject area on the other side, as demonstrated in figure 2. side 1 picture (cut out from a magazine, download from the internet, or drawn by the students) side 2 global warming: an increase in the aveage temperature worldwide (definition from dictionary.com) figure 2. word bank entry for collocation english franca vol 1 no 02 tahun 2017, stain curup page 122 p-issn 2580-3670, e-issn 2580-3689 step 7: studentsselect fifteen examples of content-specific terms that appear in their subject areas and are appropriate for their grade level. they create a flashcard for each term with a picture on one side and both a dictionary definition and students definition on the reverse side, as demonstrated in figure 3. side 1 picture (cut out from a magazine, download from the internet, or drawn by the students) side 2 1. tibia : the inner of the two bones of the leg that extend from the knee to the anle and articulate with the femur and the talus; shinbone (definition from dictionary.com). 2. tibia: the leg bone located beween the knee and the ankle figure 3. word bank entry for content-specific terms when students are encouragedto put some rael effor into this assignment, and the importantce of the lesson is reflected on and reinforced, they end up creating a beautiful, practical, and useful resource for their future students. 3. jigsaw vocabulary the jigsaw vocabulary activity, a variation on activity 1 above, can be used to divide up vocabulary work so that groups ave a chance to look at particular terms in depth and practice their presentation skills. as with the jigsaw reading activity, the vocabulary activity is versatile and just as appropriate to use with university students in a teacher training course as it is for eight-grade learners in a mathematics course. the key is getting the students in the teachers training course to realize that connection for themselves. setting aside time for them to discuss the activity and add it to their toolbox provides them with the opportunity to make that connection. language objectives: building vocabulary, practicing discussion skills, and developing informal presentation skills. materials: vocabulary list time: 15-20 minutes english franca vol 1 no 02 tahun 2017, stain curup page 123 p-issn 2580-3670, e-issn 2580-3689 procedures: step 1: divide students into groups and provide each group with a list of the pertinent vocabulary items. each group is assigned one vocabulary item from the list and is responsible for researching this one item and teaching it to the rest of the class. step 2: in their groups, students use the course textbook (or handout, articles, or notes) to create a student-friendly explanation of their assigned term. students must also come up with an example of how their term is used in the content classroom. for example, if the group has been asked to work with the concept of schemata, they may choose to describe how a series of photographs of pizza and apple slices, followed by a brief discussion of division, can be used to activate students’ pre-existing knowledge regarding the concept of fractions in a mathematics class. step 3: each group presents the explanation and practical example of their assigned term to the rest of the class. as each group presents, the rest of the class takes notes, filling in the definitions for each item on the original vocabulary list. step 4: at the end of the activity, students are given time to reflect on the steps that must be taken to implement this activityfor use in their lessons. this activity can also be embedded in alesson on theories about vocabulary learning, the process that are involved, the importance of vocabulary for language learning and content knowledge, and the role of vocabulary in developing academic litercy. it can be extended by asking students to include all the terms collected during the activity in a word bank or vocabulary log, yet another language teaching strategy that can be implemented in their own classroom. 4. graphic organizer according to colombo and furbush (2009), “diagrams, teacher drawings and illustrations, and graphic organizers can be powerful tools to make complex content more comprehensible to ells” (p.179). the following activity exposes teacher to a wide variety of graphic organizers appropriate to their subject areas while simultaneously requiring them to reflect on the content knowledge needed to teach a particular topic in their subject. example of graphic organizers and diagram for this activity include problem-solution outines, compare and contrast matrices, vnn diagrams, concept mas, spiders map, cycle diagrams, flow charts, t-chats, and anticipation-reacion guides. language objectives: using graphic organizers to make content morecomprehensible, practicing discussion skill, deslide english franca vol 1 no 02 tahun 2017, stain curup page 124 p-issn 2580-3670, e-issn 2580-3689 that can veloping informal presentation skills, and developing listening skills. materials: a copy of selected graphic organizers for each students or a transparancy or slide that can be projected fothe whole class; each graphic organizer should be accompanied by a brief description of its purpose and how it is incorporate into lessons. times: 35-45 minutes. procedures: step 1: disribute or display the handout on graphic organizersand briefly discuss theuse of graphic organiers in the content class. find out if any of the students have seen o used graphic organizers before and have them brainstorming abouthe ways graphic organizerscan make content more comprehensibleto english language learners. step 2: select one graphic organizer and modl how it is used in the content class. demonstrate fo example, how a flow chart can be used to present the steps used in solving a proof in geometry. step 3: divide students into gruop according to the subjet they are going to teach and assign one of the graphic organizers to each group. as a group, students select a topic in their subject area and create an example how theirdesignated graphic organizers can be used to preset the topic to theirstudents. step 4: when groups have completed their examples, each group choose a representative to present the group’s work to the rest of the class. step 5: provide students with time to reflect on how using the graphic organizers made the content clearer and how they can be utilized to simplify and clarify concepts for their learners. 5. lesson plan mix-up lesson planning is the integral part of course for free-service teachers. in this activity, students are introduced to the concept of backward design (i.e., starting with the end or “desired result” in mind) and the steps required to plan a content lesson incorporates both subject matter and language learning (wiggins & mctighe, 2005). students improve their langauge skills as they work on sequencing, and use persuasive language and reasoning to reach a group consensus regarding the order in which a sample lesson is planned and presented. the activity also allow students to practice using the language in small groups before being asked to present their result to the class as a whole, creating a sense of safety for those students who maystill be shy about using english in front of their peers. finally, the activity reaches those learners who required more hands-on practice to enhance their understanding of the content or tound the conche language through which it is presented.although this activity is constructed around the concept english franca vol 1 no 02 tahun 2017, stain curup page 125 p-issn 2580-3670, e-issn 2580-3689 of backwards design, it can easily be adapted to accomodate whatever approach to lesson planning is embraced by a particular teacher training program. language objectives: using persuasive language to reach a group consensus and developing informal presentation skills. materials: a handout with the steps in the lessons planning process, a sample lesson in which the order of the step has been mixed up and large copies of each step of the sample lesson thet can be posted on the board or wall and rearranged by the students. time: 30-40 minutes. procedures. step 1: distribute the handout on the planning process and introduce students to the concept of backwards design (i like to use the road trip metaphor; if you don’t know where you’re going, how can you plan your route? planning a lesson is just like planning a road trip. you have to know your aims-what do you want the students to have accomplished by the end of the lesson?-before you can plan the assessment tools and individual activities that will lead them there.) have the students refer to their handouts as you elicit each step from them. once they have reviewd each step and asked any questions regarding the process, students discuss how the order of the steps will change when the lesson is actually presented. they should realize that while planning starts with outcomes and assessment and ends with the introduction, the actual presentation of the lesson will be reversed. step 2: divide students into groups and distribute the mixed-up sample lesson. students should cut the lesson into strips and, reffering to their planning handout, rearrange the strips in the order in which each step should be planned. step 3: post the enlarge copies of each step of the sample lesson on the board and assign one step of the lesson planning process to each group. ask the representative from each group to come up o the board and place the group’s step of the smaple lesson in order according to the planning process. review and discuss the result as a class,answering any questions the students might have about how the actual lesson sample corresponds to the planning stage. step 4: repeat step 2 and 3, but ask students to arrange the lesson in the suquences in which it ought to be presented. one again, review the result and refer back to the distinction btween the order in which it is presented. step 5: in their groups, have students review the steps of the activity and brainstorm ideas for how it can be implemented in their own english franca vol 1 no 02 tahun 2017, stain curup page 126 p-issn 2580-3670, e-issn 2580-3689 classroom. for example, an english teacher can use th activity to arrange the plot of a story. 6. questioning techniques at the simplest level, this approach requires asking questions during the lecture that challenge students to apply the concepts and principles introduced. although most instructors would maintain that their students already ask questions during class, some college professors still devote only a small portion of class time to posing questions to students. most of these questions are directed at the lowest cognitive level, requiring only recapitulation, clarification, or factual responses. often only a small proportion of students regularly respond. there are a few things an instructor can do to increase the number of different students responding in a given class period. one method is simply to change the way in which questions are asked. periodically calling on students is a long-held method to determine which students are understanding the material and which are paying attention. the only downside to this approach is that some students are terrified to speak before a group, and when surprised with a quickly-delivered question the student may “freeze.” one approach that often helps students is to teach them to quickly sketch out a response to a question in their notes. when posing questions, pause for 15 to 30 seconds and then call on students. the length of the pause can be adjusted based on the cognitive complexity of the expected response. another method is to give some “thinking” questions or calculations at the end of class and tell students the next class will begin with students being called on to respond to those items. finally, it is sometimes helpful to focus attention on a small area of the class and wait for a response from a student volunteer. this increases “pressure” for someone in that area to respond. in addition to getting a variety of students regularly responding to questions posed in the classroom, it is important that the responses increase in cognitive levels as the course progresses. to insure that they ask questions from the higher cognitive levels, instructors who are adept at questioning usually prepare for class by writing their questions in the margins of their lecture notes or on their lesson plan. also keep in mind that, although there are many degrees of cognitive complexity, for planning purposes three levels are particularly important: remembering, applying, and evaluating (anderson & krathwohl, 2001). at the lowest level, english franca vol 1 no 02 tahun 2017, stain curup page 127 p-issn 2580-3670, e-issn 2580-3689 remembering questions help to ascertain whether the students have the facts 7. small groups research comparing the effectiveness of lectures and discussions indicates that, although both techniques are similarly effective for knowledge-level learning, the results consistently favor discussion methods over lecture on a number of measures: problem-solving, transfer of knowledge to new situations, and motivation for further learning (bligh, 2000). there are many small group techniques that may be used in almost any course with very little effort or risk. the primary focus is getting students to really think about the material so they are able to vocalize what it is they are thinking about. pair-share. one of the easiest ways to get students talking about an issue or topic in class is to use the “think/write–pair–share” method. (lyman, 1992). in this approach, an instructor simply poses an issue or problem to the class and then gives students 30 seconds to one minute to think about or write out their response. students then pair up and explain their responses to one another for 3 to 5 minutes. finally, as a class, the issue or result is discussed. because this technique takes only about 4 to 6 minutes of class time, it could be done one or two times in each class session. this format has worked successfully in many different kinds of courses including math, chemistry, history, philosophy, and art criticism. in a variation on the technique, the instructor asks students to vote on an issue (e.g., “would you have voted to award president obama the nobel peace prize?”), then asks individuals about what informed their decision. the class is asked to vote again, and students who changed their votes are asked why they did so (fink, 2003). buzz groups. mckeachie (2006) uses a buzz group technique to ensure student participation in large classes. in his lectures, when he comes to a concept that lends itself to discussion, he asks students to form groups of five to eight people to talk about the issue. he instructs them to make sure each member of the group contributes at least one idea to the discussion. after 10 minutes, he calls on some of the groups to report and asks other groups who came to the same conclusion to raise their hands. as they report, he records their main points on the blackboard and then incorporates the material into a future lecture. english franca vol 1 no 02 tahun 2017, stain curup page 128 p-issn 2580-3670, e-issn 2580-3689 three-step interview. for this small group process, students first work in pairs. the first person in the dyad interviews or questions the second person. the second person then interviews or questions the first person. for the next step, two dyads work together. one person from the first dyad explains their conclusion or summary to the second dyad, and one of the individuals from the second dyad explains their summary or results to the first day. 8. reading & writing exercises in-class reading and writing exercises also promote student engagement in the learning process, even in large classes. often, in-class exercises can be used to gauge student learning, to help students think more deeply about the course material, and prompt class discussion. close reading. a time-honored technique that improves reading comprehension and provides a measure of engagement in the subject matter is the close reading method (bass & linkon, 2009). in class, the instructor models how to read and interpret a passage while the students follow in their books. after this demonstration, individual students may be called upon to read aloud and interpret similar selections. in a literature course, after reading particularly ambiguous passages of a novel or poem, students might be asked to discuss them in groups of two or three to decide what the selection means, paraphrasing it in their own words. the instructor can ask a few of the groups to give their interpretations before providing his or her own analysis. this technique works well for other kinds of analysis and interpretation: for example, teaching students in an economics course how to read a supply and demand curve, or, in an anthropology course, how to read an artifact. finally, the technique can be used early in the semester in an introductory course to demonstrate how to read and highlight the textbook or the course readings. classroom assessment techniques. some instructors use short, in-class writing assignments as a means to keep students mentally engaged in the course material and also as feedback to assess the extent to which students understanding the material (angelo & cross, 1993). writing also helps them learn to express their thoughts more clearly and focuses their attention on important elements of the course. short writing assignments (a paragraph or two) can be given as preand post-lecture activities. requiring students to write their thoughts or questions about the day’s topic before the lecture begins will concentrate their attention on the english franca vol 1 no 02 tahun 2017, stain curup page 129 p-issn 2580-3670, e-issn 2580-3689 topic and prepare them for active listening. at the end of the presentation, writing out their impressions of the lecture, and any questions they have about the topic, will help them place the material in context. it also provides valuable feedback to the instructor as a collection of possible test questions. students can be asked to write short summaries of material at any point during a lecture. in summarizing, they select the most pertinent elements from the material and restate them in their own words. this process of synthesis and personalization leads to better, more permanent learning. one math instructor at unc, in classes in which she has introduced a new concept or procedure, always ends by asking students to write a brief summary of it (e.g., how to solve a rational expression). students also can describe the aspect of the material for the day they find most confusing. these “muddiest point” papers are an excellent method to determine what, if any, of the material is particularly confusing to the student. how these written exercises are used in the course will depend upon the type of class, the instructor’s objectives, the subject matter, and a variety of other factors. they could be collected and graded, kept in a journal (graded or ungraded), or simply used by the students themselves. 9. whole class the lecture check (mazur, 1997). this strategy works very well in large classes, but is equally effective in smaller class enrollments. the first step is to deliver a lecture for 15 to 20 minutes, and then project a question for the class to see. often this is a multiple choice item that is similar to the type of question that will be used on an exam. students are asked to raise their hands as the instructor asks how many think ‘a’ is the correct response; how many chose ‘b,’; and so on. if most of the students have the correct response, the instructor simply continues with the course material. if, however, more than approximately 20% chose the incorrect response, the instructor has students turn to their neighbor and convince them of the correct choice. finally, the instructor goes through the items again to see how many choose each alternative. if an unacceptable number still have incorrect responses, it may be wise to go back over the material. students also can be called on to defend the selection they have made. whole-class debates (frederick, 2002).taking advantage of the dividing aisle in large lecture halls, the instructor assigns sides of a debate to the two halves of the class (or, by prearrangement, english franca vol 1 no 02 tahun 2017, stain curup page 130 p-issn 2580-3670, e-issn 2580-3689 students sit on the side of the room representing the point of view they wish to support). the instructor asks each side for five statements supporting their side of the issue. this process may be repeated, with rebuttals, until the instructor feels that the class has fully explored the issue. to end the debate and achieve closure, the instructor asks for two or three volunteers to make summary arguments for each side. role-playing and debates (fredrick, 2002). a simple definition of role-playing is a loose simulation in which students assume the roles of individuals or groups in a real-life situation. contemporary issues in the social sciences are often appropriate for these kinds of simulations (for example, the placement of a toxic-waste dump, the forced integration of an ethnic neighborhood, or the opening of a nuclear power plant). in order to plan such an exercise, the instructor must clearly identify the situation, define the roles of the interest groups involved, and specify the task for each group. these proposals will inevitably conflict ideologically, tactically, economically, regionally, or in some other fundamental way. the class usually begins with a mini-lecture to establish the context and setting, after which students work on their proposals in their assigned groups. when they have finished, the instructor can hear the proposals and immediately incorporate them into a lecture on how closely they reflect positions people have taken in these conflicts (and the implications for society). although all of the exercises outlined above have been used successfully in auditorium-style classrooms, it is true that the physical arrangement of the room and the number of students in the class can make some of the exercises difficult to carry out. instructors report, however, that students will often find creative ways to overcome these environmental constraints in order to have the opportunity to exercise their minds more actively in the classroom. these exercises require careful planning by the instructor and adequate preparation by students. they should not be used as a substitute for lecturing, but rather as an integral part of the learning experience. in order to strengthen this current paper, there are some previous related studies which are related to this present paper. kumar and lightner (2007) underscored research about games as an interactive classroom technique. the result showed that games could increase students’ motivation in learning and teching process. then, in english franca vol 1 no 02 tahun 2017, stain curup page 131 p-issn 2580-3670, e-issn 2580-3689 2007, al-saleem focused on the interactive whiteboardin english as foreign language (efl) classroom. the result revealed that interactive whiteboard is a very innovative and powerful support for language acquisition.a study of chinese universitystudent opinions of their english language courses and how they perceive their language improvement (yang & lau, 2003) showed complaints about the redundancy though at times they did not mind the repetition. many argued that some of the skills may be taught on the job in a two week period rather than a whole semester. findings also suggest that students prefer more communicative approaches in teaching and learning english. the last, study by al-rashdi and al-azri who focused on the effect of using authentik material in teaching showed that the most important tools a teacher can and must use in class in order to make his/her teaching go smoothly and be effective in transmitting the necessary knowledge to all students. the above review of the related literature has shown that the impact of authenticmaterials and interactive activities onlanguage comprehension and performance at various levels has come to focususeful in the effective efl teaching-learning practices. indeed, the notion of anauthentic text related to saudi socio-culture in efl teaching has received muchattention in the saudi context, where textbooks are more often used written in different alien socio-cultural contexts. based on the description above interactive actuvities are supported by authentic material.. for example in rejang lebong regency, teacher of english can adapt the material by using material based students culture, rejang lebong tourism place. the most important think that what stated in currriculum (skill items, language aspect and elements) are fullfiled. due to, the textbook is not the absolutly orientation in provideng the teaching and learning material. conclusion incorporating authentic interactive activities play an important role in engaging learners motivation. by doing so, they can acquire content knowledge about language education. they, then, can internalize how to apply skills andstrategies in their own classroom. short biography the writer is an english lecturer in stain curup, graduated her s1 from state college for islamic studies curup in 2013 and her master degree of english language education from sriwijaya university in 2017. english franca vol 1 no 02 tahun 2017, stain curup page 132 p-issn 2580-3670, e-issn 2580-3689 references al-saleem, b. i. a. (2007). the interactive whiteboardin english as foreign language (efl) classroom. european scientific journal, 8(3), 126-134. anderson, l. w., bloom b. s. and krathwohl d. r. (2001). a taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives. new york, ny: longman. bacon, s. m. & finnemann, m. d. (1990). a study of the attitudes, motives, and strategies of university foreign students. modern language journal 74, 459-473. berardo, s. (2006). the use of authentic materials in the teaching of reading. the reading matrix , 6 (2), 60-69. bligh, d. (2000). what’s the point in discussion? portland, oregon: intellect books. braxton, j. m., jones, w. a., hirschy, a. s., & hartley, h. v., iii. (2008). the role of active learning in college persistence. new directions for teaching and learning, 115, 71–83. colombo, m., and furbush, d.(2009). training english language learners: content and language in middle and secondary mainstream classroom. thousand oaks, ca: sage. davis, a. (2003). teachers’ and students’ beliefs regarding aspects of language learning. evaluation and research in education, 17(4), 207 – 216. doi:10.1080/09500790308668303, http://dx.doi.org/ 10.1080/09500790308668303 el-dib, m. (2004). language learning strategies in kuwait: links to gender, language level and culture in a hybrid context. foreign language annals, 37 (1), 85 – 95. doi:10.1111/j.1944-9720.2004.tb02176.x, http://dx.doi.org/ 10.1111/j.1944-9720.2004.tb02176.x fink, l. d. (2003). creating significant learning experiences: an integrated approach to designing college courses. san francisco, ca: jossey-bass. frederick, p. j. 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(2005). understandingby design 2nd ed. alexandria, va: association for supervision and curriculum development. yang, a. & lau, l. (2003). student attitudes to the learning of english at secondary and tertiary levels. system, 31, 107 – 123. doi:10.1016/s0346-251x(02)00076-3, http://dx.doi.org/ 10.1016/s0346-251x(02)00076-3 english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4210 using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy rabi’atun adawiyah universitas islam negeri sumatera utara rabiatunadawiyah@uinsu.ac.id sholihatul hamidah daulay universitas islam negeri sumatera utara sholihatulhamidah@uinsu.ac.id abstract the purpose of this study is to look at the capacity of slow learners in elementary school to improve their memory using cognitive therapy. the study was carried out at sdlb gunung louser gayo lues, the key organizer of inclusion. this study's sample consisted of pupils who are classified as slow learners among children with special needs (slow learners). this study's sample size was 20 students. in qualitative research, data is collected in natural settings and from original sources. more participatory observation (participatory observation), in-depth interviews (in-depth interviews), and recording are used in data collecting procedures. in addition, data collection techniques in qualitative research can also be done by recording data in intensive field notes. based on the results of data analysis, it was found that there were differences in children's memory abilities before being given therapy with after being given therapy to slow learner children in elementary school. so the hypothesis proposed is that there is a difference in children's memory abilities before being given therapy with after being given therapy to slow learner children in elementary school children. keywords: the ability of memory, cognitive therapy, slow learner introduction every human being can remember, but each individual will have different memory abilities (individual differences). in this process, the incoming stimulation is stored in memory, but not all incoming stimuli are stored in memory. this of course depends on how much a person's attention to the stimulus received by the individual. the memory mailto:rabiatunadawiyah@uinsu.ac.id mailto:sholihatulhamidah@uinsu.ac.id 20 | english franca, vol. 6, no. 1, 2022 process will take place when there is attention from the individual to a stimulus. individuals will have attention to light, sound, smell, physical contact with other people and certain objects, and other visual forms. the existence of the ability to remember in humans shows that humans can store and reproduce what they have experienced. what has been experienced by humans is stored in the process of thinking and if one day it is needed again then what has been stored will be reappeared. but not everything that has been experienced will remain embedded in his memory and can be brought back because memory is a limited ability. furthermore, santrock, j.w. (2008) states that when it comes to memory, it will be different between individuals. sooner or later a person enters what is learned is a memory property related to the ability to enter. the amount of material that can be memorized or can be entered so that it can be recalled is part of the memory span of the individual. slow learners have been alluded to in international literature using various terms, such as slow learners borah (2013) and low achievers. in the learning process, the most decisive thing is the memory ability of students, because most of the school lessons are remembered. remembering plays an important role in everyday life. however, what is more, important in the role of the learning process is the ability of students to reproduce the knowledge they have received, for example during an exam, students must reproduce the knowledge and understanding gained during the lesson. this will be seen in children who have learning difficulties in the criteria of slow learners (slow learners). these children will have difficulty remembering, as revealed in research. based on the results of the identification of learning disabilities in elementary school children, most of the children experience a slow learner condition. to get an improvement in the lives of children who have learning disorders can occur if (1) the introduction of the nature of the disorder is so complex (cognitive, biological, and social aspects are considered) and (2) a more precise analysis of the child's learning environments have a learning disorder. based on the description presented, the researcher put forward the hypothesis that there is a difference in memory abilities in children after being given cognitive therapy for slow learners’ children. theoretical framework learning is a necessary but difficult process that one must pursue throughout one's life. change is unavoidable in the education industry, rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-21 just as it is in any other field. in the educational world, educators also have an important role. educators serve as the controller and decisionmakers in the teaching and learning process. they are responsible for the success of the teaching and learning process. from the way the teacher teaches their students to the way, the teacher manages their pupils in class (apriani, 2017). while educators have praised technology advancements, many schools continue to promote the traditional onesize-fits-all educational method. the disadvantage of this approach is that not all students can acclimatize to a rigorous and fast-paced learning environment. as a result, there is a gap between their true potential and their performance level, and these children are characterized as slow learners. contrary to common assumption, slow learning is not a learning disorder. it refers to a student who may master all academic abilities more slowly than the average student. a slow learner requires more time, repetition, and resources from teachers in order to succeed. these students do not have intellectual disabilities, but they take longer to learn and comprehend topics. parental and teacher criticism should be avoided at all costs. these negative comments impair children's learning by instilling in them the belief that they are incapable of learning. to accommodate students' ability to remember the lessons given not only use lectures which some students will have difficulty with, especially for children who experience learning barriers such as slow learners, for we need learning methods and methods that prioritize aspects of learning that are fun but without aware that children are brought to active and creative learning patterns so that children's psychological development can develop, especially for children who are slow learners (sugianto, et. al, 2021). the approach to learning through behavior change should be explained through observable experience. behavior is described as everything that is done and seen directly by students that will affect mental processes in children. the learning process carried out can be in the form of associative learning when children associate or associate pleasant events with learning at school so that they make children more active in managing their cognitive and psychomotor development. thus the learning process by doing cognitive treatment can stimulate the ability of children who are slow to learn to develop their memory skills, so that children's abilities no longer experience delays in receiving lessons, especially in remembering lessons. the goal of this study was to see how 22 | english franca, vol. 6, no. 1, 2022 cognitive therapy affected the memory skills of slow learner children in elementary school. by holding this research is expected to provide benefits, namely: (1) broaden the knowledge of psychological theory, especially related to memory and cognition problems; (2) improve children's memory skills, and slow learners, through cognitive therapy; (3) can provide input to the world of education on methods and models of effective learning. the ability to accept what has been experienced by the individual is the ability to think and the ability to remember. people can remember an event, then it is stored and the event is brought back, which is a process of remembering. memory is the ability of the soul to learn (learning), retain (retention), and bring back (remember) the things of the past. quick memory means it is easy to memorize something without encountering difficulty. faithful memory is what has been received will be stored properly, and will not change, so it remains under the circumstances when it was received. strong memory means that it can keep an impression for a long time, it is not easy to forget. large memory means that it can store many impressions. ready memory means that it is easy to reproduce the impression it has received. from the description above, it can be stated that memory is a process of the individual's ability to receive input and then record or store in the mind and re-create things that have been remembered. there are several types of people who receive a stimulus, namely: 1. visual type, namely the person will be faster to receive external stimuli by looking at objects. 2. audio type, namely people will more quickly receive stimuli from outside by listening to the object. 3. textual type, namely people will more quickly receive stimuli from outside by touching the object. 4. mixed type, namely people are faster in receiving the stimulus through a combination of the three types above. divide memories based on the length of time the stimulus can be reappeared, namely: 1. short term memory (short term memory). short-term memory (short time memory) is a storage system that can store a limited amount of information for a few seconds. this is the part of memory, where the information that is now a thought is stored. a person's mind consciously on some events will persist in short-term memory. when a person stops thinking about something, the information will be removed from memory. rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-23 2. long term memory. long-term memory is part of a person's memory system, where information is stored for long periods. longterm memory has a large capacity, storing information for a very long time. many theories hold that individuals never forget information in long-term memory; rather, the individual simply loses the ability to locate information in memory. investigating memory provides several methods for researching memory problems, namely; 1. the learning time method is a method to investigate memory skills by seeing the extent of the time required by the subject to master the material well. 2. relearning method, which is a method to investigate memory by relearning material that has reached certain criteria. 3. the reconstruction method is a method in which the subject is asked to reconstruct the material that has been given to certain criteria. for example, the subject reconstructs the arrangement of images that have been cut into pieces. 4. the introduction method is a method of recognizing the material that has been given to the subject. the subject is given a material then to find out how far the material can be remembered, it is given a multiple-choice form to choose the right one. 5. the remembering method is a method for recalling the material that has been given. for example, the subject is asked to answer questions in the form of an essay or an essay. 6. paired association method, which is a method for remembering the materials given in pairs, is intended to determine the ability to remember the given stimulus pair. by knowing the method used to investigate a person's memory ability, it will be easier to research a person's memory ability. ivan pavlov, a russian psychologist, was the first to suggest classical conditioning. this is a sort of learning in classical conditioning in which an organism learns to associate or associate a stimulus. neutral stimuli are connected with meaningful stimuli in classical conditioning and stimulate the potential to elicit the same reaction. to comprehend classical conditioning theory, one must first comprehend two types of stimuli and two types of responses: unconditioned stimulus (us), unconditioned response (ur), conditioned stimulus (cs), and conditioned response (cr) (santrock, 2008). operant conditioning was 24 | english franca, vol. 6, no. 1, 2022 first proposed by skinner. operant conditioning is a form of learning in which the consequences of behavior result in changes in the probability data of the behavior to be repeated. cognitive therapy is done by stimulating a person's behavior. according to santrock (2008), applied behavior is the application of operant conditioning principles to change human behavior. there are three important applied behaviors in the field of education, namely: 1) increasing desired behavior, 2) using encouragement and formation, 3) and reducing unwanted behavior. he further suggested strategies to improve the expected behavior of children, namely 1) choosing effective reinforcement, 2) making reinforcement continuous and timely, 3) choosing the best reinforcement schedule, 4) and using negative reinforcement effectively. there are four skills to improve student learning, namely: listening, planning, working, and checking. according to meichenbaum, in modifying cognitive behavior, students can be taught how to use selfinstruction, this can be done by including dialogue and interaction between teachers and students, modeling, motivational strategies, feedback, and task alignment according to student development. the challenges faced by slow learners schools are typically of physical age to guarantee equal growth and are built on the assumption that students of the same grade level have the same intelligence, aptitude, and potential. simultaneously, the curriculum is often overburdened and tough, making it impossible for the system to appropriately adjust to the growth of individual children. it also admits the general inadequacies of the educational pedagogical method. as a result, it was recognized very early on that poor prior preparation of pupils to learn to read was the main cause of learning problems in later grades, wray and medwell (2019). aside from schoolrelated variables, racial, ethnic, social, economic, linguistic, and civil law inequalities, as well as student family circumstances, were limited to their sluggish growth in school. accountable for success. students from poor circumstances, for example, frequently lack access to formal school instruction, as well as learning tools and constructive interactions that may help them develop their thinking abilities. however, underline that the problem is readily rectified by determining the source of the delayed learning and taking necessary action. the purpose of regular classroom learning is to acquire new abilities based on previously taught principles. when the bulk of the pupils learns at a higher rate, the slow learner is likely to fall behind. this results in a knowledge gap in basic concepts and skills, as well as rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-25 decreased understanding ability across a broad range of academic disciplines. a child who is sluggish to learn has not just academic but also social and personal difficulties. they struggle to connect with other kids their age and are usually excluded from extracurricular activities, sports, and other activities. this aggravates the issue since they are more prone to suffer worry and, as a result, have a negative self-image. they may feel less than others as a result of their inability to keep up with their classmates' learning rates. this will have an impact on their self-esteem and confidence. there are several methods for assisting a youngster who is a slow learner. here are a few techniques that have been shown to aid slow learners: 1. praise and rewards: for sluggish learners, praise and rewards work miracles. it is critical to recognize even the slightest victory and provide rewards for each milestone to encourage them to continue learning. 2. create realistic expectations and smaller goals: as a parent or instructor, you must understand what is achievable for your child and create objectives appropriately. 3. encourage slow learners to learn from their mistakes: slow learners should be encouraged to make errors and learn from them. they should be encouraged to discover and learn at their own pace until they reach their objectives. parents and teachers should be vocal in their support for their children and teach them through speech tasks that are appropriate for their level of competence. 4. encourage peer tutoring: one of the most successful solutions for sluggish students is peer tutoring. slow learners should be encouraged to study in groups by their parents and teachers. the more a youngster interacts with peers his or her own age, the more confident he or she becomes. 5. encourage multiple intelligence: it is critical to support the child if he or she has an interest in a co-curricular activity. this enhances their self-esteem, and they begin to feel accepted in society. 6. encourage oral communication and interaction: it is important to encourage slow learners to speak up. parents should inquire about their children's school days and engage them in discussions about tv shows, sports, and music. 26 | english franca, vol. 6, no. 1, 2022 teachers and parents should focus on developing the child's understanding capacity by delivering brief commands that may be repeated and obeyed from time to time to maintain a healthy level of confidence. parents and educators must provide more assistance to slow learners. they often feel neglected and begin to despise school if sufficient direction is not offered. they adopt a negative outlook, which has an impact on their academic achievement. it is vital to maintain a positive attitude and give help to slow learners in order to prevent numerous factors that impede learning, such as distractions, disagreeable peers, a rapid classroom pace, and a competitive atmosphere. as a result, education can play a key role in assisting slow learners in becoming well-rounded persons. research methodology the qualitative technique was applied in this investigation. qualitative research seeks to comprehend the phenomena encountered by study subjects holistically, employing descriptions in the form of words and language in a specific natural setting, and employing a variety of scientific approaches (lexy j. moleong, 2012: 6). sugiyono (2009: 9) also added that the results of qualitative research emphasize meaning rather than generalizations. qualitative research in this study uses the case study method or case studies. the case study method is a way of examining social phenomena by analyzing one case in-depth and in its entirety. based on the problems and formulation of the research problems raised, this research is categorized as experimental quantitative research, namely research conducted by applying a treatment and analyzed based on data to obtain results and conclusions. the sample is part of the population that will be the subject of research. the sample in this study were elementary school students who experienced slow learner disorders at sdl b g u nu ng lo us er g a yo l u es . the basis for choosing the place of this research is: 1. sdlb g u n u ng lo u s er g ay o l u es is an elementary school appointed by the department of education, youth and sports, sdl b g u nu n g lo us er g a yo lu es is an inclusive elementary school program, namely an elementary school with children with special needs. 2. the identification of children with special needs including slow learners has been carried out. rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-27 in qualitative research, data is collected in natural settings and from original sources. more participatory observation (participatory observation), in-depth interviews (in-depth interviews), and documenting sugiyono are used in data collecting approaches. (2009). in addition, data collection techniques in qualitative research can also be done by recording data in intensive field notes lexy j. moleong, (2012). data collection techniques in this study are as follows: 1. observation observations in this study are participatory observations of participatory observations. observations were made on the five components of the slow learner's learning strategy with their respective aspects, including a) pre-learning activities; b) information delivery; c) student engagement; d) learning assessment; and e) follow-up activities 2. interview qualitative research often incorporates observational techniques participatory with in-depth interviews. interviews in this study were conducted with several sources who could provide in-depth information about the five components of the slow learner's learning strategy with each of its aspects, including a) preliminary learning activities; b) delivery of information; c) student participation; d) learning assessment, and e) follow-up activities. 3. documentation the documentation technique in this study was used to complement the use of observation and interview techniques and to increase the credibility of the research results. the documentation in this study consisted of documents and photographs relating to the five components of the slow learner's learning strategy with each of its aspects, including a) pre-learning activities; b) information delivery; c) student engagement; d) learning assessment; and e) follow-up activities results & discussion a variety of worldwide literature discusses the significance of elementary education as the foundation for total human development, and notably as the foundation for national economic and social growth in reducing poverty and boosting the productivity of the country's workforce. the institution has proven it. galton and alan blyth, 2018 (2018). according to the world bank (1991), "as the gap between 28 | english franca, vol. 6, no. 1, 2022 educated and uneducated people increases, this trend restricts international competitiveness and forces the vast majority of the world's population into poverty." (2). primary education plays a vital part in vietnam's education law (national assembly 2005), where elementary schools are not only cognitive but also social, physical, emotional, and cultural. it is established from a standpoint that pupils must be trained. qualifications for further education (2005 education act, article 27). vietnam has shown significant achievements in the statewide implementation of universal primary education. teachers in choosing learning methods in inclusive schools not only consider aspects of conformity with the subject matter and learning objectives but also consider aspects of the different characteristics of students and differences in the learning characteristics of students. students have different characteristics, interests, talents, habits, motivations, social situations, family environments, and hopes for the future. differences in students from psychological aspects such as being quiet, superactive, closed, open, cheerful, and moody, some even show behaviors that are difficult to recognize. all these differences will affect the determination of learning methods. the differences in the characteristics of students and the learning characteristics of students in inclusive schools are of course aimed at the differences between normal children and children with special needs. so, even though there are fewer children with special needs than normal children, teachers should not ignore them. because they have the same learning rights as normal children, teachers must also modify the learning methods used so that they are more flexible and easily accepted by all students, both normal students and children with special needs. learning activities must be designed by taking into account the weaknesses of the students. this means that the method used by the teacher must be able to overcome the weaknesses of students and take advantage of the strengths that exist in them. for example, students with visual impairments must emphasize the sound that can be heard, while the deaf students must emphasize visual activities that can be seen. for slow learners, the emphasis is on the simplicity of the delivery method so that it is easy to understand. the teacher can control the classroom atmosphere by mastering the material so that students pay attention and listen to how the teacher speaks. the teacher in delivering the material is the same between slow learners and normal students. however, the slow learners explain to them while being given examples, and after explaining the teacher always asks again what the teacher has said. when using the lecture rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-29 method, the slow learner child was deliberately asked by the teacher to sit alone without a seatmate. this is intended so that teachers can provide direction, guidance, and special attention freely to slow learner children. based on the findings of the data analysis, the hypothesis suggested is that there is a difference in memory capacity for slow learner children before and after treatment, specifically that slow learner children's memory ability is higher after treatment than before treatment. these findings show that there is a considerable gap between the memory abilities of slow learner children in elementary school students and that slow learner students have better memory skills after being given cognitive therapy than before being given treatment. this shows that giving special treatment to students who are slow learners influences students' memory abilities. this is as expressed by santrock (2008), applied behavior is the application of operant conditioning principles to change human behavior. there are three important applied behaviors in the field of education, namely: 1) increasing desired behavior, 2) using encouragement and formation, 3) and reducing unwanted behavior. furthermore, santrock (2008) suggests strategies to improve the expected behavior of children, namely; choosing effective reinforcement, making reinforcement continuous and timely, choosing the best reinforcement schedule, and using negative reinforcement effectively. in modifying cognitive behavior, students can be taught how to use selfinstruction woolfolk, (2009). this can be done by incorporating dialogue and interactions between teachers and students, modeling, motivational strategies, feedback, and task alignment according to student development. executive control processes (metacognitive strategies) such as planning, organizing, and adjusting are critical for individuals with learning impairments; other ways teach skills directly by leveraging memory (deshler et al, in woolfolk. (2009). presley woolfolk. (2009), developed a cognitive strategy model as a guide for developing students' metacognitive strategies. research on learning strategies for slow learners was carried out at sdlb leuser, especially in grades iii and v. in both classes, there were children with special needs who were assessed as slow learners. the two classroom teachers who were the subject of the study faced different conditions from one another in designing and implementing learning strategies for slow learners. these conditions are the state of 30 | english franca, vol. 6, no. 1, 2022 the classroom environment, the number of normal students and special needs in the classroom, the number of slow learners in the classroom, and the presence of a special guiding teacher. the following table shows the presence of slow learners in grade iii and class v based on the results of the assessment of children with special needs. based on data from interviews, observations, and documentation results, the results of research on the learning strategies of slow learners in class iii and class v at sdlb leuser in terms of the five components of learning strategies are as follows: implementation of preliminary learning activities for children’s slow learning the result is that instructors must address the issue of slow learners through their educational methodologies and classroom activities such as adaptation, developmental education, correctional education, and correctional education. slow learners gain from learning time, repetition, resources, and other types of assistance and motivation that allow them the confidence to learn because of their cognitive, personal, and emotional traits. leung (2006), borah (2013), and muppudathi (2014) these elements are included into intervention programs for slow learners. it gives instant response as well as continual monitoring. recognize and correct fundamental misconceptions. provide a practice drill for preparedness. and encourage them to work hard by coordinating their attention and conduct. educators all across the world may use these similar aspects to learn slowly, including through tailored education programs, intelligent anti-habitual learning, and tutorial assistance systems. we offer or implement a variety of instructional initiatives for students. skill-based training (yadav and tiwari 2017), the multi-model vs. uni-model approach, or the application of gardner's multi-intelligence theory these coordinated academic intervention tactics have been shown to be helpful in enhancing conceptual grasp of what is being taught by slow learners and generating a good learning experience for them, to varying degrees. furthermore, wilder (2017) calls for the sharing of duties between teachers and parents, stressing that kids require parental assistance at home to improve their academic performance. i'm highlighting something. the preliminary learning activities in this study focused on five aspects, including a) giving apperception; b) explanation of specific learning objectives; c) checking of prerequisite skills; d) writing down the main points of the material in the form of a chart, and e) repetition of rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-31 the previous material to relate it to the material to be studied. the following is a further description of the implementation of preliminary learning activities for slow learners in class iii and class v in terms of these five aspects. a. giving apperception the method used by the three classroom teachers in giving apperception is the same for all students, including slow learners. special teacher one gives apperception through question and answer to connect the material with students' daily lives and allows students to ask questions about the learning material and invite all students to sing. special teacher two provides apperception through questions and answers about the application of the material in everyday life, the benefits of the material in everyday life, and allows students to ask questions about learning materials. special teacher three gives apperception through question and answer to show examples of the application of the material in students' daily lives, invites all students to sing, and through stories. b. prerequisite skill check the second aspect is checking the prerequisite skills. prerequisite skills that slow learners must have at school in class iii are adjusted to the ability of slow learners, while in class v the prerequisite skills that slow learners must have are the same as other students. however, special teachers provide an individual approach so that slow learners can achieve the same prerequisite skills as other students. the individual approach is to provide an understanding of the material that as much as possible can help slow learners to master the required prerequisite skills. special teacher one and special teacher three check the prerequisite skills of slow learners just like other students through an oral test or question and answer, while special teacher two checks the prerequisite skills of slow learners through light introduction questions both orally and in writing. special teacher one carries out a question and answer activity with several students, including slow learners, while the special teacher three conducts questions and answers classically. if students, including slow learners, have not been able to master the prerequisite skills well, special teacher one and special teacher three provide repetition. 32 | english franca, vol. 6, no. 1, 2022 c. writing the main materials in the form of a chart the third aspect is to write down the main points of the material in the form of a chart. special teacher one and special teacher two do not write down the main points of material that will be delivered in the form of a chart, while special teacher two writes down the main points of material that will be studied by students in the form of a chart on the blackboard. this can be shown by the following excerpts from interviews with special teachers, “yes, there is miss. given first, according to the first theme, and then developed. it would be better if we use a concept or structure map, and the students will fill in what parts are conveyed.” d. repetition of material at the previous meeting the fourth aspect is the repetition of material from the previous meeting. the three classroom teachers who studied repeated the material at the previous meeting to link the material to be studied with the previous material. before giving the repetition of the material, the three-class teachers also conducted a question and answer session with the students. special teacher one and special teacher two conduct questions and answer classically and individually with slow learners. for special teacher two, the results of observations also show that in giving repetition, special teacher three invites students to repeat or remember the sequence of unit length conversions by singing two syllables in each unit length. from this description, it can be concluded that the implementation of preliminary learning activities carried out by classroom teachers for slow learners is the same as preliminary learning activities for normal students and other special needs, except for special teacher three who provides an individual approach so that slow learners can master the same prerequisite skills as other students. conclusion in the learning process, the most decisive thing is the memory ability of students, because most of the school lessons are remembered. remembering plays an important role in everyday life. however, what is more, important in the role of the learning process is the ability of students to reproduce the knowledge they have received, for example during an exam, students must reproduce the knowledge and understanding gained during the lesson. this will be seen in children who have learning difficulties in the criteria of slow learners (slow learners). these children will have difficulty remembering, as revealed rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-33 in research. the results of the identification of learning disabilities in elementary school children, most of the children experience a slow learner condition. based on the results of data analysis, it was found that there were differences in children's memory abilities before being given therapy with after being given therapy to slow learner children in elementary school. so, the hypothesis proposed is that there is a difference in children's memory abilities before being given therapy with after being given therapy to slow learner children in elementary school children. to improve the expected behavior of children, namely 1) choosing an effective reinforcement, 2) making reinforcement continuous and timely, 3) choosing the best reinforcement schedule, and 4) using negative reinforcement effectively. executive control processes (metacognitive strategies) such as planning, organizing, and adjusting are critical for kids with learning difficulties; some ways teach skills directly by employing memory deshler et al, in woolfolk. 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(2009). educational psychology. edisi pertama. penerjemah sutjipto, h.p. yogyakarta: pustaka pelajar. --. 2009. educational psychology. edisi kedua. yadav, bajrangi, and ram kalap tiwari. 2017. “effect of skill based training on slow learner’s science and mathematics ability.” international inventive multidisciplinary journal 5 (9): 52–64. 36 | english franca, vol. 6, no. 1, 2022 empty page english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4271 investigating speaking difficulties of senior high school students: linguistics and psychological problems nyimas ayu wulandari universitas islam negeri (uin) sultan thaha saifuddin jambi nyimaswulandari@gmail.com shynta amalia universitas islam negeri (uin) sultan thaha saifuddin jambi shyntaramdhani@uinjambi.ac.id muhammad iqbal ramdhani universitas bina darma m.iqbalramdhani@binadarma.ac.id abstract the purpose of this study was to gain an understanding of the problems in communication experienced by senior high school students in jambi city. students in their final year of secondary education in jambi city served as participants in this study. this study was carried out at sman 03, sman 08, and sman 11 jambi city, all of which are recognized educational institutions. there were 130 students in the tenth grade that took part in this research. the research was a quantitative study that was designed in the form of a survey. the questionnaire was the instrument that was employed for this study. there are a total of 25 questions on the questionnaire, all of which pertain to the difficulty that students have expressing themselves verbally regarding linguistics and psychological issues. the findings of this study also suggested that the students attending the three authorized institutions had the perception that psychological issues had a greater influence on their difficulties in communicating verbally. keywords: speaking difficulties, psychological problems, linguistics problem introduction in this globalization era, there are forceful changes taking place everywhere around the world. these tremendous vicissitudes occur when people have a strong desire to reach something. people's desires will be fulfilled when they can express their ideas and opinion to others mailto:nyimaswulandari@gmail.com mailto:shyntaramdhani@uinjambi.ac.id mailto:m.iqbalramdhani@binadarma.ac.id 152 | english franca, vol. 6, no. 1, 2022 clearly. furthermore, people need to learn communication skills to achieve their ambitions, desires, and goals. communication will be effective if the interlocutor gets to understand what the speaker is going to say. now, how can people convey information to others without any ability to explain ideas through speaking? in other words, learners should have the speaking ability to make it easy to communicate with each other. so, speaking is a vital role to make the effective communication. according to srinivas (2019), "in the present global world, communication plays a vital role in getting success in all fields" (p.8). for that, everybody has to prosecute to have good communication in this modern era against the world. effective communication is not possible for every human without using language. it means that perfect communication needs language as the connector. in the modern days, english is one of the international languages which we know it is spoken by many people all around the world. according to srinivas (2019), "in the present modern world, everything is linked with speaking skill" (p10). it is also used in the field of scientific research, education, business, technology, media, and so on. so, english is very important to be mastered by all people because as we know that everything needs english speaking skills nowadays. for example, english speaking skill is needed to look for a job. most companies, institutes, and others require people who master english speaking. so, people will be selected by job interview to prove their ability in speaking english well. also, when students want to continue their study abroad by joining the scholarship, they must be mastered english speaking skills. it will be proven by debate, group discussion, or other oral communication to know their skill in speaking english. if their performance is good, they will pass the selection. furthermore, english speaking skill is important to be mastered by all people, especially for students to get their success. as a medium of communication, language offers many skills to be mastered by all people to produce effective communication. like a human life, we can accept and give information through language to others. the ability to accept the information is called receptive skill and the ability to give the information is called productive skill. receptive skill is divided into several skills. they are, listening and reading. besides, golkova & hubackova (2014) said that productive skills which are called active skills are the transmission of information that a language user produces in either spoken or written form. productive skill is divided into two skills. they are speaking and writing. these skills are important to learn to nyimas ayu wulandari, et. al: investigating speaking difficulties of senior high school students: linguistics and psychological problems-153 improve language skills. according to susini and ndruru (2021), listening, reading, writing, and speaking are skills that determine people to be mastered a language or more languages. these skills cannot be separated from each other. in another word, all of the skills are needed to be learned to improve language skills. so, language learners have to learn these skills to make them speak english well. indonesia is one of a country whose students are less interested in learning english. as like as reported by media indonesia (2019), ef education first released a research report on the 9th edition of the ef english proficiency index (ef epi) 2019 or a study that measures the level of english proficiency of adults from 100 countries and regions in the world. the report is compiled based on an analysis of data from english test results conducted by 2.3 million participants who participated in the online ef standard english test (efset). indonesia was ranked 61st with a decreased score from 51.58 in 2018 to 50.06 in 2019. indonesia is still below the asian region's standard which is 53.00. many high school students hold the view that speaking english is very difficult. several factors make students feel difficulty in speaking english. first, many students lack the motivation to practice speaking because they have a lot of speaking problems. harmer (2007) found that "students are often reluctant to speak because they are shy and are not predisposed to expressing themselves in front of other people" (p. 345). those can be the reasons why students rarely practice their speaking skills in daily communication. they are not familiar with english and finally feel shy to use it. it is also their habit to assume that english only needs to be used and learned only in the class or only when speaking class is held. second, lack of vocabulary is one of the problems faced by students. richards (2008) claimed there are some particular problems faced by speaking learners. those problems are lack of vocabulary needed in speaking, lack of grammar, and lack of pronunciation. several research studies had already examined the speaking difficulty faced by the students. in the context of indonesian english learners, there have been several studies discussing the phenomenon in the past five years (abrar et al., 2018; haidara, 2016; randu farhani et al., 2020; wahyuningsih & afandi, 2020; widyasworo, 2019). however, the previous studies were mostly conducted based on meta-analyses, where the researchers tended to analyze the subjects of the research qualitatively. besides, the setting of the research was mostly higher education. 154 | english franca, vol. 6, no. 1, 2022 pertaining the results of the previous studies that gave evidence of the difficulties in speaking both linguistically and psychologically, this study would like to examine the issue in a wider population. the intention was to generalize the results of the study. the researchers would also consider the school accreditation in selecting the samples of the study. it was assumed that by having the same level of accreditation the schools’ communities had the same characteristics in terms of facilities and teaching and learning activities. the researchers tried to find out speaking difficulties faced by the students of senior high school in jambi city in terms of linguistics and psychological difficulties. theoretical framework difficulties in learning speaking aside from its importance, speaking is considered a challenging skill to be mastered. according to li as cited in zhang (2009), most english language learners remain that speaking is the highest difficult skill to master. when people have a conversation, they have no time to prepare or think about what they are going to say. they also have less opportunity to correct what they have said. that is why many language learners said that speaking is the hardest one. there are two main categories of difficulties in speaking that are faced by language learners. they are linguistics and psychological problems. the first is the linguistics problem. the linguistic problem refers to the performance aspects that belong to language skills. the results of several research studies reveal that a lack of vocabulary, a lack of grammar mastery, and a lack of correct pronunciation are some of the difficulties students when speaking english (randu farhani et al., 2020; wahyuningsih & afandi, 2020; widyasworo, 2019). the other aspect that might be put into consideration is fluency (abrar et al., 2018). besides, according to jannah, & fitriati (2016), the reason why language learners are having problems when they speak is caused linguistic problems as they are poor in grammar, vocabulary, and pronunciation. the second is the psychology problem. psychology problem brings a great effect on english foreign language learners to master the skills of speaking. human psychology plays a significant role in every learning situation or environment, whether formal or informal. the ability to communicate in english is a language skill that is heavily influenced by human psychology (haidara, 2016) this problem will bring negative effects on language learners during the process of learning. psychological problems include students' anxiety, low confidence, and nyimas ayu wulandari, et. al: investigating speaking difficulties of senior high school students: linguistics and psychological problems-155 lack of practice. from his study, haidara also argued that even though the majority of students believe they have a good command of english vocabulary and grammar, they are uncomfortable when speaking in english. the students had a lot of trouble with english because they were afraid of making mistakes. they also felt shy, hesitant, and didn't have enough confidence when they spoke. according to jannah and fitriati (2016), psychology is knowledge or study that learns about processes and humans' behavior and also animals in their environment's interaction. the students' psychological problems such as anxiety, low confidence, and lack of practice may obstruct students' speaking ability to increase. both of these categories of difficulties make language learners lazy to learn because of their mindset. they always think that it is hard to be mastered it because it is not used in daily communication as like is their first language. consequently, many students especially in indonesia still cannot speak fluently. according to runtuwene and lumettu (2018), most of the graduates still cannot speak english fluently even using a very simple expression after six years of study in junior also senior high school. linguistics problem the linguistic problem in speaking is the problem that makes language learners' ability in speaking bad. richards (2008) claimed there are some particular problems faced by speaking learners. those problems are lack of vocabulary needed in speaking, lack of grammar, and lack of pronunciation. the first is a lack of grammar. grammar is one of the crucial aspects of english language learning. english language learners will never speak and join in conversation effectively if they do not know how to use grammar. many students feel that learning grammar is so complicated. even students who have been learning english for many years are still lacking in using grammar. effendi (2017) said that study about grammar in college for many years does not ensure language learners have correct and good ability in using grammar in sentences. they still faced difficulty in using it. so it can be included that it needs a long time for a learner to be mastered grammar. the next is a lack of vocabulary. lacking vocabulary is a problem that many faces by language learners. it makes them confused when they are in the conversation process. they will stop the conversation while speaking out to think what the vocabulary must they choose. khan, et al (2018) said that lacking vocabulary items will obstruct the second language learning process. most language learners often forget what vocabulary they want to use, moreover the new one. as the research 156 | english franca, vol. 6, no. 1, 2022 conducted by hosni (2014), the result says that the students struggle to find the appropriate vocabulary item when trying to speak in english. many students have difficulties in choosing appropriate vocabulary in some cases. they often feel worried if the vocabulary they choose is not appropriate to be used in the situation and the context where they speak. english language learners also think and know what they are going to say, but it is difficult for them to switch the words from their mother tongue into english. this situation often faced by the language learners when they are lack vocabulary. the last is a lack of pronunciation. pronunciation is the way to produce sounds. this aspect is one of the difficult aspects to be learned because every language has different phonemes as well even though not significant. there are only a few learners who have good pronunciation like a native speaker. they usually still bring their mother tongue way to pronounce english words. so, listening to a native speaker and practice to pronounce the words are some of the ways to have a clear pronunciation. psychological problem psychology problems very affect english foreign language learners mastering speaking skills. this problem will bring negative effects on language learners during the process of learning. there are several problems in psychology. they are anxiety, low confidence, and lack of practice. anxiety means the emotional reaction in the classroom to a foreign language. according to suleimenova (2013) in language classes, students who feel anxiety may not be able to speak fast enough, because anxiety interferes with their ability to process information. being anxious when speaking will affect language learners' performance. they may forget their idea about what they want to talk about. it is very annoying to feel anxiety in speaking. luo (2013) said that researchers have found that foreign language anxiety features a big selection of potential negative effects on foreign learning. there are so many english language learners who feel anxiety, worry, and are afraid to make mistakes while they speak. according to dalem (2017), fear of being laughed at by other language learners and also evaluated by teachers can be students' anxiety factors. it influences language learners to be good speakers when performing in front of the class and also in front of other people because they must be worried to make a mistake that makes them lose face. the second is low confidence. in this case, many students think that their ability in english is not good enough and almost very bad which makes them feel they cannot speak english well. so, they may think that nyimas ayu wulandari, et. al: investigating speaking difficulties of senior high school students: linguistics and psychological problems-157 their partner of speaking cannot understand what the speaker talked about. it causes language learners to feel not confident to speak up. also, the factor that makes the students feel not confident is caused by the lack of encouragement from the teachers (brown, 2001). from that statement, we know that many teachers do not pay attention enough to treat them in speaking english. brown in dalem (2017) said that learning demotivating is more found by language learners rather than motivating because the teachers do not convince the students that they can speak. therefore, beginners in learning english need to be motivated by people around them, especially their teachers. so, they can put interest and confidence to express their thought in a language they learn. the next is lack of practice. there are so many language learners have lack practice. many students will only have english speaking practice in the classroom, or even only when the speaking class is held. this lack of speaking practice can also cause difficulty in speaking. according to hetrakul in nakhalah (2016), many language learners speak english more frequently only in the class and less frequently outside it. they only speak in english because the subject that they learn is english speaking class. of course, it is not efficient because it must be less time to only practice it when speaking class is held. language learners need to practice speaking continually to increase their skills in it. so, it takes a long time. it is impossible to be mastered speaking english without practicing it continually. as we often heard that practice makes perfect. it is very important to practice it every day. furthermore, most of the students are also lazy to practice speaking english because they think it is easier for them to speak in their mother tongue. they do not have to pay attention to the rule like the structure, vocabulary, and pronunciation of english. research methodology the populations of this research were the tenth-grade senior high school students in jambi city. the researchers applied the purposive sampling method to get the samples. there was a total of 130 students from three different schoolssman 3, sman 8, and sman 11 jambi-taken based on their school accreditation. the school was accredited in the same category, labeled as an a-accredited school. the instrument used was a questionnaire adapted from khamprated (2012). this research was conducted by using the quantitative method and the design was a survey that used a questionnaire. by using quantitative research, the researcher could use a large sample and give more specific questions to all the 158 | english franca, vol. 6, no. 1, 2022 participants. this helped the researcher get a more accurate result. creswell (2014) defines survey research as research conducted by studying population samples to describe population trends, attitudes, and opinions quantitatively. then, the researcher used a questionnaire as the tool for data collecting. harris and brown (2010) said that questionnaires are typically seen as a more objective research tool that can produce generatable outcomes due to enormous example sizes. also, it's a great way to collect data in a logical and organized manner. the questionnaire included the adapted items that were intended to collect the data in this study. there were 25 statements in the questionnaire. all the statements were negative as it reflects the problems faced by the students. the researchers applied likert scales to obtain the students' responses toward the indicators of speaking difficulties they faced. the scales indicated their agreement with the statement. the range, 5(strongly agree), 4 (agree), 3(neutral), 2 (disagree), and 1 (strongly disagree), indicates that the highest score the students obtained, the strongest agreement they had toward the statement presented in the questionnaire. the researchers then applied the scale level based on the criteria of oxford & burry-stock, 1995. table 1 level of interpretation no. mean range interpretation 1. 3.5-5.0 high 2. 2.5-3.4 medium 3. 1.0-2.4 low results & discussion there were 25 statements in the questionnaire that had been given to the participants to answer. the statements in that questionnaire are related to the speaking difficulties faced by students that are divided into two problems, they are linguistic and psychological. each item discussed those difficulties. item numbers 1 to 12 examined linguistic problems while item number 13 to 25 examined psychological problems faced by the students. the results of the students’ speaking difficulties based on linguistics problems are presented in table 1. nyimas ayu wulandari, et. al: investigating speaking difficulties of senior high school students: linguistics and psychological problems-159 table 1 the students’ speaking difficulties based on linguistics problems no problems m sd level of proble ms 1. it is difficult for me to remember new vocabulary 3.48 0.685 medium 2. i find it difficult to speak english because of my limited vocabulary mastery 3.40 1.061 medium 3. i have lack vocabulary in certain fields 3.48 0.847 medium 4. sometimes i insert indonesian words when speaking english 3.30 1.159 medium 5. it is difficult for me to arrange word by word into a sentence when speaking english 3.38 0.999 medium 6. it is difficult for me to speak in complete sentences with correct grammar 3.66 0.920 high 7. i do not focus on grammar when speaking 3.08 0.836 medium 8. i have limited time to think of correct grammar while i am speaking 3.27 0.922 medium 9. i always forget to pronounce the final sound of each word example students, he’s and walked 3.45 0.706 medium 10. it is difficult for me to pronounce unfamiliar words 3.40 1.061 medium 11. i find it difficult to pronounce some words correctly for example ʃ (ship), tʃ (lunch), and ɵ (the) 3.72 2.804 high 12. i want to have good pronunciation as good as a native speaker but i find it difficult 3.30 1.159 medium 160 | english franca, vol. 6, no. 1, 2022 the results show that among the 12 statements that represent linguistics problems, two aspects were considered to bring a high level of difficulty to the students. the highest problem was pronunciation. the mean score of the students' responses to the statement 'i find it difficult to pronounce some words correctly for example ʃ (ship), tʃ (lunch), and ɵ (the)' represents one aspect of pronunciation, was in high level (m=3.72). the other aspect was grammar. the results showed that lack of grammar influenced the high difficulty of the students' speaking ability. students responded with 'it is difficult for me to speak in complete sentences with correct grammar' showing a high level of interpretation (m=3.66). the results of the study also implied that lack of vocabulary, lack of grammar mastery, and also pronunciation problems did influence in medium level to the students’ difficulty in producing fluent speaking. in terms of vocabulary, statements 1 to 4 represent the students’ problems. the students found it difficult for them to remember new vocabulary (m=3.48). because of their limited vocabulary mastery (m=3.40) and their lack of vocabulary in certain fields (m=3.45), they found it difficult to speak english as they sometimes used indonesian words when they speak in english (m=3.30). several studies also bring the same evidence that having not enough vocabulary resulted in difficulties in speaking (abrar et al., 2018; huwari, 2019; leong & ahmadi, 2017; wahyuningsih & afandi, 2020). indeed, lacking vocabulary items will obstruct the second language learning process(khan et al., 2018). in terms of grammar, items number 5 to 8 represent the students' problems. the students found it difficult to arrange word by word into a sentence (m=3.38) which made them hard to speak in a complete sentence. it was also hard for them to speak in complete sentences with correct grammar (m=3.66). the students did not focus on grammar while they were speaking as they had limited time to think of correct grammar (m=3.27). the result of this study lines with the study conducted by effendi (2017) that study about grammar in the college for many years does not ensure language learners have correct and good ability in using grammar in sentences. in indonesia, english is one of the foreign languages taught in junior high school. yet, it was not enough to make the students speak english with correct grammar. there were many sentences the students had to learn students that made them confused about choosing appropriate grammar to be applied at the time they spoke. consequently, the students mostly used the same tenses to represent the time in english. nyimas ayu wulandari, et. al: investigating speaking difficulties of senior high school students: linguistics and psychological problems-161 moreover, the students showed the difficulty caused by the lack of pronunciation represented in items 9 to 12. the students always forgot to pronounce the final sound of each word example students, he’s and walked (m=3.45). they also thought that it was hard for them to pronounce unfamiliar words (m=3.40) and even some words correctly for example ʃ (ship), tʃ (lunch), and ɵ (the) (m=3.72). some students even wanted to have good pronunciation as good as native speakers, but they found it difficult. as the results indicated the high level of problems, previous studies also showed similar ideas. the results of the study from wahyuningsih & afandi (2020) showed because they struggled to pronounce certain vowels and consonants, many students admitted that their intonation and accentedness were not as accurate as of that of a native speaker. besides the majority of students claimed that their pronunciation, which includes things like word stress and intonation, prevents them from speaking english in class. this is critical to understanding because it reveals a person's intentions (huwari, 2019). besides, pronunciation is one of the components of english that is most difficult to master (komariah, 2018). the system of language sound in english and indonesia is different. indonesia has many local languages that have different linguistic repertoires such as javanese, banjarese, and many others. it made the students hard to pronounce english like a native because of the influence of their mother tongue. on the other hand, in english, the word that would be pronounced is different when it showed in the text. in contrast, there is no difference between how to write and how to pronounce the indonesian language. the way the word is written is the same way the word is pronounced. many students felt difficulty to pronounce english words correctly. this study also revealed the students’ problems regarding psychological aspects. table 2 presents the results of the students’ speaking difficulties based on linguistics problems. table 2 the students’ speaking difficulties based on psychological problems no. problems m sd level of problems 13. i get nervous and worried when i speak to others 3.70 0.868 high 14. i feel worried that i will keep repeating my words from the beginning while i am 3.46 0.933 medium 162 | english franca, vol. 6, no. 1, 2022 speaking 15. i am afraid of being the center of attention when i speak in front of the class 3.52 1.006 high 16. i am afraid of making mistakes while i am speaking 3.77 0.936 high 17. i am lazy to practice speaking english because there is no reason for me to speak 2.04 0.918 low 18. i do not practice much because i have fewer opportunities to speak 2.60 0.985 medium 19. i have no partner to practice speaking with 3.72 0.881 high 20. i feel more confused when practicing speaking with friends who have lower english proficiency 3.12 0.898 medium 21. i do not practice speaking english a lot because i have no partner to practice with 2.89 1.129 medium 22. i feel less confident speaking in english than in indonesian. 3.89 0.909 high 23. i lose my self-confidence when someone asks me to repeat my words 3.13 0.968 medium 24. i do not feel confident starting speaking by myself if someone does not ask me 3.14 0.978 medium 25. i lose my confidence when i speak with friends who have higher english proficiency 3.27 1.112 medium among the 13 statements, 12 statements represent the students' level of problems from medium to a high level. 5 problems were nyimas ayu wulandari, et. al: investigating speaking difficulties of senior high school students: linguistics and psychological problems-163 considered gave an impact on the students' difficulty in speaking english. the highest level of the problem belongs to the aspect of confidence. compare to speaking in the indonesian language, students felt less confident speaking in english (m=3.89). the students also indicated that the problems that brought a high level of impact to their speaking belong to the aspect of anxiety. the students stated that they got nervous and worried when they speak to others (m=3.70) since they were afraid of being the center of attention when they were talking (m=3.52). they also stated that they were afraid of making mistakes while they are speaking (m=3.77). the other problem that gives a high level of impact was in terms of practice. the students that having no partner to practice speaking with (m=3.72) brought great difficulty to them. the students kept practicing, but the fact that they had no partner to practice with made it possible to cause problems. overall, the study implied that the whole aspects, anxiety, lack of practice, and confidence brought an impact on the students’ difficulty in speaking. a student's ability to process information may be hindered if they are suffering from high levels of anxiety. this was a common issue for students who were learning a new language. afraid of making a mistake in front of their classmates, and fear of negative evaluation, students were reluctant to speak up (abrar m, 2017; damayanti et al., 2020; haidara, 2016; randu farhani et al., 2020; suleimenova, 2013). haidara also argued regarding students' confidence in speaking, their lack of confidence occurs when they spoke with someone whose command of the english language was superior to theirs. this is true in the case of the participants of this study. lack of confidence was reported as one of the problems the students faced as they responded to the statements 22 to 25. firstly, they agreed they felt more confident when they spoke in indonesian. then, they felt less confident when someone asked them to repeat their words (m=3.13) and even reluctant to start speaking if someone did not ask them (m=3.14). they agreed that they lost their confidence when they talked to others who had higher english proficiency (m=3.27). conclusion to conclude, both linguistics and psychological problems impacted negatively the students' speaking. in terms of linguistics problems, lack of grammar mastery and pronunciation brings a high level of difficulties to the students to speak in english. psychologically, students' difficulty in speaking was influenced by the students' anxiety, 164 | english franca, vol. 6, no. 1, 2022 lack of practice, and lack of confidence. the results of this study also indicated that the students from the three accredited schools felt that psychological problems gave more impact on their speaking difficulties. finally, due to the limitation of this study, it is suggested for future research to conduct the study with larger samples with more comprehensive instruments. references 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(2009). the role of input, interaction, and output in the development of oral fluency. english language teaching (elt),2(4), 91-100. english franca: academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.2704 investigating gender differences on the students’ attitudes and motivation toward english learning agus husein as sabiq english education department, iain purwokerto, indonesia husein@iainpurwokerto.ac.id siti hariroh arwi english education department, iain purwokerto, indonesia hariroharwi@gmail.com anisatul khusna english education department, iain purwokerto, indonesia anisatulkhusna1@gmail.com dhelvy ulfa shita adifia english education department, iain purwokerto, indonesia dhelvyulfasa@gmail.com dhea zabana qothrun nada english education department, iain purwokerto, indonesia nadadhea25@gmail.com abstract some researchers have researched to explore the effects of gender differences on learning outcomes. however, the interrelatedness of gender differences to attitudes and motivation needs to explore and investigate more. thus, this study aimed to investigate the students' attitudes toward the english language and their motivation toward english language teaching based on gender differences in a state junior high school in banyumas regency, central java, indonesia. there were 38 male and 32 female students who participated in this research. this research used a survey adapted from the attitude/motivation test battery (amtb) and interviews in collecting the data. the researchers mailto:husein@iainpurwokerto.ac.id mailto:hariroharwi@gmail.com mailto:anisatulkhusna1@gmail.com mailto:dhelvyulfasa@gmail.com mailto:nadadhea25@gmail.com 236 | english franca, vol. 5, no. 2, 2021 employed descriptive statistics and manova for quantitative data and the miles and huberman model for qualitative data analysis. the findings showed a significant difference and effect of gender differences on the students' attitudes and motivation. both male and female students revealed moderately high attitudes and motivation. however, female students showed a higher average score of the survey result. less practice in real-life communication and limited exposure was the reason why the male students' have lower results in their attitudes and motivation toward english learning. thus, providing authentic materials and exposure became some of the key points to improve meaningful learning experiences. keywords: attitude; english learning; gender differences; motivation; introduction english is first learned at school in the indonesian sense as a foreign language and replaced the netherlands after the dutch colonial secondary school (dardjowidjojo, 2000). since then, in different education stages in indonesia, english has been taught as a foreign language. however, english has never legally been used, not to speak as a second language, as a communication tool. indonesians seldom speak english outside the academic environments of the classroom. the lack of actual communication can lead to indonesians using the non-standard type of english (kirkpatrick, 2011). learners demonstrate varying degrees of proficiency, and individual variations between foreign language learners can affect foreign language learning. english as a foreign language should take account of those considerations that can hinder the language's proficiency. the servant wishes to inculcate character traits in pupils as well as increase their capacity to grasp english (gusmuliana, et. al, 2020). some variables influence language learning, such as input content and quantity, age, personality, skills, motivation, and anxiety (bidin et al., 2009; gömleksiz, 2010). since some adult learners are more successful than others at learning english as a foreign language, researchers have looked into human traits as predictors of successful foreign language acquisition. the learner mindset issue is recognized as an essential influence influencing language learning (fakeye, 2010). aside from viewpoints and values, students' attitudes toward learning have a noticeable impact on their actions and, as a result, their success (kara, 2009). students who are agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 237 excited about language learning tend to have more positive attitudes towards language learning. attitudes toward target language culture have been studied within the context of the broader concept of motivation. according to gusmuliana (2020), motivation is one of the most important factors that can motivate students to speak english, and instructors' fans can assist encourage pupils to speak english. motivation is most likely one of the most important determinants of people's behavior (filgona et al., 2020). the desire to learn is closely related to the principle that previous actions to receive reward are more likely to be replicated than future behaviors to obtain reinforcement or punishment. the heart of learning experiences is motivation to learn. the guiding force that influences students' strenuous efforts is motivation to understand (dörnyei, 2003). concerns about students' attitudes and motivation are not recent. students generally need a proper attitude, since apathy can lead to pessimism and little or no attempt at participating in the learning process. according to the social learning view, students voluntarily participate in the learning process while being guided by the 'master' (ahmad et al., 2014) gender is a basic categorization that is recognized and followed in all human cultures as a source of defining a person and social identity. gender gaps are thought to affect mood and motivation, as well as the learning process. nowadays, scholars are eager to assign gender differences to sociocultural influences that place role models on females and promote a favorable outlook toward second language learning. motivation research on gender disparities in a foreign language learning setting has shown that females are more encouraged to study foreign languages than people (csizer & dornyei, 2005; heinzmann, 2009; qian, 2015; ruyffelaert & hadermann, 2012). some research has been conducted on students' attitudes and motivation based on gender perspectives. aldosari (2014) investigated the differences between 50 university students in the attitudinal and motivational patterns in efl learning. the results showed that female students have better positive attitudes and higher motivation. by researching a specific skill, murtafi’ah & putro (2020) also found that females higher attitude in both academic and recreational reading than males. a similar pattern was also recorded by frijters et al. (2019) that reading motivation and reading performance were affected by gender disparities. another study (akdemir, 2019) employed a mini amtb to determine the students' willingness to learn and revealed that females have a more meaningful willingness to listen l2. although many 238 | english franca, vol. 5, no. 2, 2021 researchers found the superiority of female students, several studies reported the different findings that there is no significant effect of gender disparities on attitudes and motivation toward efl learning (abu-rabia, 1997; bacon, 1992; niaz et al., 2018). however, this study explores the students' attitudes toward the english language and their motivation toward english language teaching based on gender differences in a state junior high school in banyumas regency, central java, indonesia this study aimed to investigate students' attitudes and motivation based on their gender differences and to determine the level of attitudes and motivation. the research questions of this paper are therefore formulated as follow: 1. how are the students' attitudes and motivation toward english language teaching based on their gender differences? 2. what are the levels of attitudes and motivation toward english language teaching based on their gender differences? theoretical framework attitude attitude is characterized by a well-established viewpoint (positive or negative response) or way of thinking and behavior (ajzen & fishbein, 2000; erwin, 2001). most people now agree that an attitude reflects an evaluative synthesis of knowledge and influences experienced objects. besides, attitudes are evaluative assessments incorporating these cognitive/affective responses to summarize them. these assessed abstractions differ in intensity, which in turn affect stability, resilience, and continuity in behavior (holland et al., 2002; petty et al., 2008). attitude involves someone's likes or dislikes and assessing if someone or something is pleasant, bad, helpful, negative, useful, or invaluable (saeed et al., 2014). therefore, attitude pertains to the fields of effects and knowledge. attitudes are essential elements that affect the academic skills of the learner and their attitudes to language learning to attain the objective language output. positive and pessimistic views decide whether or not language learning is effective in the target language group. the functional view states that behaviors are aimed at mediating between the internal needs of an individual (e.g. security and selfexpression) and external environments, which are packed with people and knowledge (karthikeyan, 2017). any behavior a person has can somehow allow him or her to fulfill his or her needs. according to katz (1960, cited in erwin, 2001), attitudes satisfied needs, and therefore attitudes functions, fell into four broad categories: the adaptive (or agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 239 instrumental) function; the information function; a value (or egoexpressive) function; and an ego-defense function. the same mindset can serve somewhat different purposes, depending on who wears it and where it stands out. aspects of attitude include behavioral aspects of attitude, the cognitive aspect of attitude, and the emotional aspect of attitude. kara (2009) claimed that good attitudes contribute to better conduct for research courses, with learners absorbing themselves and trying to learn more. it is often found that these children are keen to solve problems, gain the knowledge and skills that are valuable for their daily lives, and participate emotionally. the cognitive component of attitude concerns the convictions of language students regarding their comprehension of the language they study. feng & chen (2009) stated that in the learning process, the mental component of behavior is an emotional process. diverse emotional aspects influence it. the teacher and his students collaborate in different emotional events and different emotional fruits. doing a course will allow students to say whether they like objects or scenarios around them or not. the inner thoughts and sentiments of fl learners affect their views and attitudes towards the target language (choy & troudi, 2006). gardner (1985; 2005) developed a socio-educational foreign language model, namely the attitude/motivation test battery. this amtb test distinguishes two attitudes (integrativeness and learning attitudes) from the third motivational component. the model shows that integrativeness and learning attitude are two associated factors, which enable people to learn a second language but are responsible for second language motivation. the attitude of learning can be positive because the historical, cultural, and economic background can influence students’ behaviors. it may also be a negative attitude; for example, some students dislike english and even its learning. this kind of student is therefore starting to demonstrate his harassment. social relationships between members of the society include the area of language (fatiha et al., 2014). the success of languages, particularly english, is linked to the attitude of the community towards the speaker of the languages. for these reasons language, social psychology has evolved into a field that is central to itself. motivation in educational psychology, defining what it is to be motivated is quite simple: "to be motivated is to be moved to do something" (ryan & deci, 2000; winke, 2005). motivation is a condition through which we 240 | english franca, vol. 5, no. 2, 2021 behave, drive-in certain ways, and partake in such behaviors. equally important to success are learning and motivation: learning allows us to gain new insights and abilities, which motivate us to demonstrate what we learned, and motivation provides the impetus for showing what we have learned. more motivated individuals generally reach higher levels (elliott, 2000). an inner mechanism that energetically sustains a certain behavior and guides action is a motive (reeve, 2005; zlate & cucui, 2015). however, reeve (2016) added that motivation could be inferred from its expression through a person's behavior, engagement, physiology, and self-report. gardner et al. (1985) characterized the motivation to learn a foreign language as a complex of buildings involving commitment and desire as well as a beneficial mindset for learning the language at hand in the socio-educational model of language acquisition. the socioeducational paradigm encouraged the idea that self-identification and identification with the language culture were crucial to the process of language learning. another significant factor influencing overall motivation is integrativeness. gardner (2006) has described it as a complex construction that expresses interest in studying the l2 culture in a foreign language. thus, the term refers to the attitudes towards foreign language learning and the category l2 in general and a desire of learners to communicate with l2 community members (dörnyei, 2003). attitudes towards the learning situation constitute the second component of gardner’s two-pronged theory of motivation. in the tesol context, dörnyei (2003) offers an l2-motivation system consisting of three levels: level of the language, level of the student, and level of the condition of learning. the standard of languages relates to these facets of l2 culture and society and their "intelligence and pragmatism" for the learner. the motivation concept is closely related to other educational and psychological principles, including attention constructs, desires, objectives, and interests, all of which help stimulate students to learn and to participate in specific tasks and accomplish different objectives (cook & artino jr, 2016). furthermore, daskalovska et al. (2012) claimed that not only are those with innate learning capabilities the successful learners but those with some traits, most of which are motivated. gender differences from the 1980s onwards, gender studies have become more and more critical and in the 1990s. butler (1989) recognized that gender is a social and cultural category in which the problem of the body is linked agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 241 to daily social and cultural activities and discourses. meanwhile, litosseliti (2006) defines gender as male and female actions, beliefs, and attitudes; she argues that cultural constructions, collectively defined and alterable are the features assigned to make sexual differences. however, we have put this social category as "discourses of the multiplicities," to plan the courses and to consider the gender inequalities in education and possibilities for change (castaneda-pena, 2008). rubin (1975) has identified gender/sex as a series of structures whereby a culture converts biological sexuality into products of human interaction and fulfills these transformed sexual needs. whereas sex, as we know it, is itself a social product, including gender identity, sexual attraction, and imagination, childhood conceptions. sunderland (2000) ııotes that the difference between "sex" and "gender" is normally made; the former indicates biology, while the latter is a social one. hunim (1989) uses the word ‘gender’ to refer to males' and females' cultural characteristics. this socio-cultural differentiation has fascinated researchers in most areas who tried to detect gender differences. the gender gaps in the sla concerning sla attitudes and test results, leamer/learning strategies, and classroom behavior, and performance awareness were concerned in social and psycholinguistic studies. although sex and gender are interchangeably used, they are commonly viewed as synonymous. nevertheless, sex is explained as either male or female, and both men and women may be called a certain gender. the study of gender differences and language is an interdisciplinary academic field. both have quite a strong relation. flotow (1997) confirmed that in the late '60s and early '70s, the women's revolution sought to explain how women differed from men in certain ways because of the artificial assumptions in behaviors that have been linked to sexual conditions. these stereotypes should be reduced because they were artificial. language has a great connection with society, so if a change in society occurs, language changes. according to sunderland (2000), in the language classroom, no study has been conducted on gendered expression. even though gender has been extensively studied in foreign language education, relatively few genders and interaction studies still exist in the fl classroom. although this research will not concentrate on itself, there are some interesting insights about gender, particularly in the efl attitudes and motivation. sunderland clarified that there are explanations why the gendered essence of class dialogue depends on curriculum topics. the 242 | english franca, vol. 5, no. 2, 2021 different features can distinguish a foreign language classroom from another gender language subject, as, for example, there are used in the language classroom at least two languages, there is typically much more talk and the teacher may try to talk smaller than students to give students more opportunity to talk (sunderland, 2000). she claimed that this is why it is probably different when asked of the language classrooms that the response to the question "no topic-specific" such as "does the teacher pay more attention to girls or boys?" should be provided. in considering gender in the efl classroom, durán (2011) suggested that teachers need to be kept informed of problems such as gender, how they can manifest themselves and how they can be treated. in this way, they will be more attentive and monitored as language teachers and prevent their discrepancies in treatment. it is also important for them to understand how gender interactions exclude students and how language tends to replicate or strengthen behaviors allowing inequality and feelings to arise. research methodology the research design used qualitative and quantitative approaches that provide various research perspectives concerning the students' attitudes and motivation toward english language teaching based on gender differences. qualitative and quantitative approaches are for methodological triangulation because the types of data conducted are qualitative and quantitative. there were 70 students from a state junior high school in banyumas regency, central java, participating in this research. the researchers excluded six participants because of the zig-zag pattern or giving no responses. more than half of the participants were female students (55%). half of the participants were about 15 and 16 years. table 1 participants description aspect frequency percent survey (n) 64 gender male 35 55% female 29 45% age less than 12 6 9% 13 14 24 38% agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 243 15 16 32 50% over 16 2 3% grade seventh 17 27% eighth 25 39% ninth 22 34% the quantitative data gathered used a survey to investigate students' attitudes and motivation toward english language teaching based on their gender differences. the survey employed the attitude/motivation test battery developed by gardner. the survey included five aspects, namely interest in english (1-10), attitudes toward english learning (11-20), motivational intensity (21-30), desire to learn (31-40), and orientation index (41). the qualitative data were gathered in interviews to explore the gender perspectives on english language learning attitudes and motivation. the researchers chose six students to interview, three male and three female. in analyzing the data, the survey items were measured using a 4point likert scale ranging from strongly agree, agree, disagree, and strongly disagree. the researchers did not use the middle answer to avoid difficult interpretations. then, the researchers employed descriptive and manova using spss 17.0 to reveal the effect of gender differences on the students' attitudes and motivation. the result of the reliability test revealed 0.925 so that the test was reliable for the analysis. table 2. reliability statistics of survey cronbach's alpha n of items .925 41 the researchers used the first language in delivering the interviews to avoid misunderstanding. the interview results were analyzed using the miles and huberman model, including coding the data, verifying the data, and building a conclusion. however, the researchers cross-checked the results of both surveys and interviews. results and discussion results (survey result) for preliminary analysis, normality and homogeneity were employed to determine the data were eligible to further analysis. the normality test result using kolmogorov-smirnov reached the significance level for four 244 | english franca, vol. 5, no. 2, 2021 aspects of motivation (>0.05). similar to the normality test result, the test of homogeneity of variances revealed the significance level at higher than 0.05 (table 3). both results performed that the data were distributed normally, homogenous, and eligible for inferential statistics. table 3. normality and homogeneity tests aspects gender kolmogorovsmirnova test of homogeneity of variances statistic df sig. levene statistic df1 df2 sig. interest in english male .105 35 .200* .921 1 62 .341 female .160 29 .055 attitudes toward english learning male .146 35 .056 .172 1 62 .680 female .152 29 .084 motivational intensity male .101 35 .200* .054 1 62 .818 female .136 29 .182 desire to learn male .138 35 .091 .409 1 62 .525 female .109 29 .200* table 4 described the mean difference scores of the result between male and female students. the male students tend to have lower mean scores in every aspect of attitudes and motivation than female students. even in the attitude toward english learning, the male students got an average low mean score (m = 2.98, sd = 0.25). the male students who got the highest mean score were in the aspect of motivational intensity. the female students also revealed the highest score in this aspect. it indicated that they have moderate-high motivation to learn english in terms of tasks done for a classroom assignment, plans to use, and study the language, although they have a moderate low attitude to learn english. however, overall the students in this school have a moderate-high level of attitude and motivation toward english learning (male = 3.06, female = 3.32). table 4. descriptive statistics of gender-based attitudes and motivation of the students aspects gender n mean std. dev. interest in english male 35 3.00 0.27 agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 245 female 29 3.24 0.22 attitudes toward english learning male 35 2.98 0.25 female 29 3.25 0.24 motivational intensity male 35 3.23 0.41 female 29 3.48 0.42 desire to learn male 35 3.02 0.35 female 29 3.30 0.38 the multivariate analysis of variance was used to reveal the significance level (<0.05) in all aspects. it indicated that gender influenced all aspects of students’ attitudes and motivation toward english learning. however, the male students tend to have low levels of attitudes and motivation compared to the female students. table 5. the result of multivariate tests effect value f hypothesi s df error df sig. gender pillai's trace .293 6.124a 4.000 59.000 .000 wilks' lambda .707 6.124a 4.000 59.000 .000 hotelling's trace .415 6.124a 4.000 59.000 .000 roy's largest root .415 6.124a 4.000 59.000 .000 246 | english franca, vol. 5, no. 2, 2021 table 6. tests results of between-subjects effects source dependent variable type iii sum of squares df mean square f sig. gender interest in english .929 1 .929 14.533 .000 attitudes toward english learning 1.201 1 1.201 19.657 .000 motivational intensity .978 1 .978 5.510 .022 desire to learn 1.260 1 1.260 9.207 .004 in the aspect of the orientation index, the participants have presented six possible reasons for studying english. three responses stressed instrumental motivation and three stressed integrative motivation. the result revealed that the students tend to have instrumental motivation (79%), which meant that they learned english to improve their academic status, get a job, or pass the exam. 76% of male students had instrumental motivation, and 83% of female students also had instrumental motivation. figure 1. percentage of students’ orientation index interview results the researchers did the interviews with six students, three males, and three females. the interviews explored deeper data and information concerning the students' attitudes and motivation towards english 79% 21% orientation index instrumental motivation integrative motivation agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 247 learning based on their gender. besides, the qualitative analysis was for strengthening the quantitative results of the survey. at the beginning of the interviews, both male and female interviewees agreed that english is a medium of communication across the world community. they showed positive attitudes toward english. however, a male student felt that english is like another subject so that he was not excited to learn english, although he agreed with his friends that english is one of the essential subjects to learn. furthermore, he explained that english learning in the class only learned basic english, not using it properly in real-life communication. at the same time, the female students reported that they liked english because of their future academic goals and careers. the other male students had a simple reason that they would be cool when mastering english. both male and female students reported that vocabulary mastery and pronunciation were the most challenging skill to master. student 6 (female) said, "the difficulty is when pronouncing the words, writing, and memorizing vocabulary." however, they responded that they felt excited when studying and living in a native speaker community. student 2 stated that he would be fluent in english if he lives in english speaking community because of habituation. to get deeper data about their attitudes toward the target language community, students' attitudes when meeting or speaking with native speakers were crucial to delivering. they realized that they were still limited to speaking, but they showed efforts to improve their proficiencies. even student 1 has experienced speaking with a native speaker and said that he could get direct exposure to understand what the native said. two male students reported that they would study after school when they have a good mood and one of these two students said that he usually goes to help his parents work in the ricefield so that he rarely studies after school. at the same time, all-female students studied english after school if they had homework from their teacher. student 1 (male) had a different experience than the others in which he kept studying english after school with his father, who worked with a native speaker. furthermore, he seemed to be a diligent student that he never skipped submitting the task on time like female students. contrastly, two male students said that they sometimes skipped doing homework for some reason. however, they agreed that asking the teacher or translating by google translate was the two things they would do to handle english learning difficulties. in the english classroom, the students stated that they will always have an effort to engage in the classroom activities, for example, by answering the teacher’s question using english as much as possible. 248 | english franca, vol. 5, no. 2, 2021 however, two male students preferred that the teacher used bahasa indonesia as language instruction, in contrast with the others who preferred that the teacher used english more. student 5 (female) said, “i prefer that the teacher speaks as much english as possible and interspersed with indonesian when needed.” although most of them preferred english to be language instruction, two males and two females stated that they felt the anxiety to speak english in the classroom. student 6 explained, “rarely. i am scared to make an error”. only two students (student 1 and student 4) claimed that they were confident to speak english in front of the class. the last question of the interview was to explore the students’ motivating factors in learning english. they responded with various answers. student 1 and student 4 tend to have an integrative motivation that they needed english to communicate with the international community and to live in other countries. student 1 said: “english is not to look cool, but english is to communicate too. besides, for me english is interesting, and english makes it easier for me to talk to foreigners such as tourists.” the other students showed that they have instrumental motivation in learning english. they believed that english is essential for their future careers besides an international language. as student 6 said, “because english is an international language and i believe it will come in handy one day when i am looking for a job.” discussion this study aimed to investigate the student's attitudes and motivation toward english language learning based on their differences and to determine the level of attitudes and motivation. the participants' percentage was pretty balanced between male (55%) and female (45%) students from a state junior high school. the grade and ages were also various that gave different perspectives on the analysis. however, this study focused on the students' gender differences in line with their attitudes and motivation. the survey results revealed a significant difference between male and female students in the attitudes and motivation toward efl learning. the female students have had higher average scores on the four constructs of attitudes and motivation. the male students got the lowest average score on the construct of attitudes toward learning english (2.98). the interview with one of the male students supported the survey agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 249 results that they were not excited about english learning because of rarely used in real-life communication. conveying a similar instrument (amtb), akram & ghani (2013) found different findings that there was no significant difference between male and female pakistani students' attitudes and motivation toward english. for many teachers, designing efl classroom activities full of exposure is challenging to improve students’ motivation. it was challenging to achieve the english language to be addressed as teachers' lessons required by the students. the instructors with their "mixed language" seemed to overtake the class and the students seemed to stay quiet (yulia, 2013) even though providing enough exposure had a significant impact on second or foreign language acquisition (al-zoubi, 2018). besides, the students' positive attitude and high motivation will show their good discipline and eventually achieve valuable learning results (astuti, 2020). therefore, less practice and limited exposure would make the students have limited comprehensible input for language acquisition. both survey and interview results showed that the students have a high interest in english and a good attitude to the target language community. both male and female students have moderately high average scores in the construct of interest in english, motivational intensity, and desire to learn. however, female students have higher scores than male students in these three aspects. this finding was different from gajalakshmi (2013), who found that male senior high school had higher attitude and motivation than female students but in line with purbandari et al. (2018), who found that both male and female students have high positive attitudes and motivation toward learning to speak. the interviews also showed that they expected to communicate directly with the native speakers if they have an opportunity. they have a strong desire to practice their english skills with native speakers, although their proficiency was still limited. thus, allowing practicing reallife communication and providing authentic materials and exposures became key points for improving meaningful learning experiences. widyastuti (2017) proposed the combination of authentic materials and automatic strategies for english learning. the authentic materials will make the learning experience enjoyable and eradicate repetition as the information and subjects can be searched online to make it more immersive and visually useful. the automaticity principle will solve students' dilemma who need to remember words that make them bored and forget words quickly. the other advantage is that students can expose 250 | english franca, vol. 5, no. 2, 2021 the actual vocabulary used in a true sense and promote interactions in reality. gender differences interrelated with different ages raised different styles of the students thinking (qian, 2015). male students tend to think logically, pragmatically, and relaxed. as seen from the male students' interviews, they often paid no attention to learning after school or doing homework. they would do the task when they have a good mood or under pressure from the teacher. besides, environmental factors also affected the male students to be responsible as a boy as reported by one male student who reported that he should help his parents work in the rice field. language instruction preferences in the english classroom showed different learning styles, paying attention, memory, and thinking ability (qian, 2015). thus, in language learning, these characteristics would be the basic consideration for developing learning activities, especially providing comprehensible input for language acquisition. as sabiq (2020) concluded that teachers' perceptions of the most suitable language instruction implementation, instructional methods, learning materials, and media can lead them to facilitate learning adequately in improving students' english proficiency. by using the right teaching strategies, students can fix wrong learning behaviors, improve selflearning instruction, and enhance foreign language learning performance at any time. on the other hand, learning media used can also improve students' motivation to learn. some researchers reported that male students tend to be visual learners, and females tend to be auditory learners (astuti et al., 2020; nurkholida, 2016; viriya & sapsirin, 2014). therefore, the combination of visual and auditory media can improve both male and female students’ motivation (as sabiq, 2018; brian et al., 2017; fauziah et al., 2018; stasya et al., 2018). the findings confirmed that both male and female students have instrumental motivation (76% male students, 83% female students). they were motivated to learn english to improve their academic status, get a job, or pass the exam. however, male students have higher integrative motivation than female students. unlike al harthy (2017), he found that female students expressed higher integrative motivation than males. a positive attitude leads to positive behavior in terms of learning courses and a desire to understand the heart of learning. motivation for learning is the driving force behind the hard work of students. therefore, the teacher must consider the essence of the students’ attitudes and agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 251 motivation in designing classroom activities, developing meaningful learning, and providing more language acquisition exposure. conclusion in this study, both male and female students expressed positive attitudes and moderately high motivation toward english language teaching. female students have a higher average score of attitudes and motivation than males. however, male students have higher integrative motivation than females. the students confirmed that they were motivated in english learning for educational purposes, future careers, and few of them were motivated to engage in the target language community. students’ socio-psychological backgrounds may lead them to construct their beliefs toward target language learning and community as well as motivation to learn. based on these outlined findings, the teachers are encouraged to consider the students' psychological backgrounds in developing learning materials, instructional media, and teaching strategies according to the students' attitudes, motivation, learning preferences, and styles. this study is limited to a state school and limited participants. therefore, the researchers recommend the other researchers for future research to explore more about the students' attitudes and motivation based on their differences (gender, age, aptitude, learning styles), school locality, and management. references abu-rabia, s. 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(2015). motivation and performance in higher education. procedia social and behavioral sciences, 180(november 2014), 468–476. https://doi.org/10.1016/j.sbspro.2015.02.146 258 | english franca, vol. 5, no. 2, 2021 english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4106 challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform stevani likasari tarigan universitas bengkulu stevani.tarigan01@gmail.com syafryadin universitas bengkulu syafryadin@unib.ac.id dedi sofyan universitas bengkulu dedi.sofyan@unib.ac.id abstract the research aims to investigate the english teacher's challenges in teaching speaking through the online platform when the preparing lesson plan, while the teaching performing, and when the evaluating. this research employed a mixed-method sequential explanatory strategy to reveal the data-oriented to the aforementioned focuses. fifty-two english teachers engaged as the correspondent of the questionnaire while thirteen english teachers were selected as the participant in the interview. they were selected based on the purposive sampling technique and taken from senior high schools in indragiri hulu regency. to gather the data, the questionnaire and interview were deployed and were further analyzed by using the interactive model data analysis. the findings demonstrate that the majority of english teachers had a negative category in teaching speaking through online platforms with an average of total score 122. the challenges when preparing the lesson plan covered four aspects: prepare teaching materials, activity, media, and prepare evaluation materials. subsequently, the challenges when preparing the lesson plan are the teachers should have not prepared online-based learning media, searched for online speaking topics, and searched for additional teaching materials. moreover, the lack of internet quota and connection made the students got difficulty joining classes online. in turn, while the teaching performance is teachers difficulty in coping with students' behavior, difficulty in motivating students, and giving example topics on speaking online. furthermore, in evaluating the teacher's challenges difficulty in assessing student assignments because at the time of online learning students there were only a few students who responded to the teacher. further studies are expected to seek possible solutions regarding the challenges faced by the teachers in teaching speaking online. keywords: challenges, teaching speaking, online platform mailto:stevani.tarigan01@gmail.com mailto:syafryadin@unib.ac.id mailto:dedi.sofyan@unib.ac.id 168 | english franca, vol. 6, no. 1, 2022 introduction the international is being attacked by the corona virus disease (covid-19) pandemic that has been introduced by world health organization (who) in march 2020 which has unfolded in many nations at an equal time consisting including indonesia (roxby, 2020; sohrabi et al., 2020). with this respect, the indonesian authorities establish a social and bodily distancing marketing campaign because of the anticipation of spreading covid-19. through those policies, the authorities advise society to live at home, work, examine and worship from home. thus, this case has a big effect on many factors including health, economy, and others consisting in the schooling field. in response, indonesia minister of education and culture nadiem makarim has asked other educational institutions, including schools and universities, to replace traditional homeschooling with e-learning or to use online systems in pandemic situations. issuance of circulation (kementrian pendidikan dan kebudayaan, 2020). therefore, we overcame various challenges to make the language easier to understand, realize the basic concepts of the teaching materials, intrigue the students and maintain the atmosphere of the class. in these situations, teachers are expected to play a bold role and work professionally to facilitate the learning environment of online learning. in this case, the teacher teaches the student without direct dialogue and should be strong in teaching. moreover, managing their research is somehow difficult. therefore, teachers must be creative, but still consider the health of their students. teaching speaking is one of the most difficult parts to teach online, as we couldn't have a direct dialogue. this research was conducted during the covid-19 pandemic outbreak in indonesia. the preliminary research data started from a discussion on december 13, 2020, with mr. sidiq who teaches at sman 2 peranap and has difficulty in the implementation of online learning that is difficulty online learning methods and accessing the internet, and mrs. reni at sman 2 lubuk batu jaya who has difficulty in teaching online due to network constraints. based on the results of the meeting of the school and parents/guardians of students in the lead-up to the odd semester of 2020/2021, classes or online english learning is agreed upon as a method of learning during the pandemic. this is done because public schools in indragiri hulu regency, riau, indonesia are still not open on stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-169 the grounds of the pandemic outbreak the period july to early november 2020. therefore, face-to-face learning has not been possible to implement. speech and communication take place under a variety of conditions. but it's fun to say that behavior is most obvious when talking and communicating in the classroom, especially during learning activities (yusuf & zuraini, 2016). it means a teacher explaining the material being taught. it is certainly done by talking to the students. especially in the context of efl countries where english teachers often have to speak because they need to be clearly explained (paneerselvam & mohamad, 2019). english is not my mother tongue, so it is also one of the teachers' obligations. teaching normal face-to-face speaking poses a real challenge for teachers, as teachers must be fully instructed to speak in a good way. focus on accuracy, pronunciation, content, etc. (paneerselvam & mohamad, 2019; yusuf & zuraini, 2016). now imagine how difficult it is to talk to students online. also, if the connection is not stable, it will not be smooth for some reason. of course, during this pandemic, teachers face many challenges in teaching to speak online, which seems to be interesting to study and share with the general public. online learning during a pandemic also outlines three major challenges. first, teachers have very limited time to prepare offline learning materials and adapt them to online learning materials. second, teachers and students have limited or limited opportunities for direct and free dialogue during online learning, leading to disinformation in the learning process. third, using an effective pedagogical approach requires more effort to motivate and empower students to learn online (huang et al., 2020). as flexibility and accessibility increase, communication tends to become a daily human need. today, technological advances make it easier for people to communicate. in doing so, people tend to use english, the most spoken language in the world, to facilitate communication itself. regarding the scope of communication, the role of speaking is further ignored (arham, yassi & arafah, 2016). the concept of communication is different now, but communication generally occurs when people interact by speaking. several studies have been conducted on the task of teaching efl learners. (yusuf & zuraini, 2016) investigated challenges in teaching efl learners speaking when collecting speaking instruction through interviews. from the student's point of view, this study faces challenges 170 | english franca, vol. 6, no. 1, 2022 such as classrooms where teachers speak with students, lack of vocabulary, pronunciation problems, saying nothing, lack of motivation, use of native language, or disability. is shown. however, it is also generally accepted that acquiring foreign language skills is not an easy task. therefore, teachers need to be aware of the challenges of teaching speech and seek solutions. another study (aleksandrzak, 2011) investigated problems and challenges in teaching and learning speech at an advanced level. this study shows that speech teaching and learning issues, especially those related to the development of oral skills, are most relevant at a high level of distance learning. this study also presents and investigates forms of control and evaluation, and suggests some speaking activities that may be most appropriate for advanced language learners in the light of the above theoretical considerations. however, this survey should consider challenges in planning and conducting lessons. therefore, this survey involves the task of teaching speech through online interactions. in the indragiri hulu context, the regent of indragiri hulu, yopi arianto s.e in his press conference at balai lancang kuning rengat as cited in juli (2020) appeals to the people of indragiri hulu especially the state civil administration (or in indonesian, asn) in the indragiri hulu regency government and students, to study at home. it is based on circular letter (or in indonesian, se) number: 800/245 / bkd / 2020 about preventing the spread of coronavirus disease (covid – 19) which contains states the state civil administration (asn) in the scope of indragiri hulu regency government should perform official duties or work from home. therefore, during the pandemic period, teaching and learning activities must take place from home. both teachers and students are expected to start using several online applications that can facilitate the teaching and learning process from home. regarding the importance of knowledge of teachers’ challenges in indonesia especially indragiri hulu in the teaching and learning process, the present research is conducted to know english teachers’ challenges in teaching speaking and challenges in teaching speaking through online interaction. this research is officially entitled “challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform” theoretical framework english learning consists of three stages, namely planning, implementation, and assessment. learning planning is the process of stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-171 preparing themes, using learning media, using learning methods, and evaluating time allocation this will be applied at a certain time to achieve predetermined goals (majid, 2005) the implementation of learning is an activity that has educational value, and its educational value hides the interaction between teachers and students. the meaning of learning implementation is to achieve certain goals that have been set before the implementation of learning. assessment of systematic process learning includes information collection, analysis, and interpretation of information decisions making (zein & darto, 2012). the essence of learning planning is the decision-making process in achieving certain goals (sanjaya, 2015). that learning planning has the following understanding: a systematic learning development process in this plan analyzes the needs learning implementation process systematically, learning objectives included assessment subjects and learning activities added in his book (sagala, 2012); the learning planning process is goal setting, setting steps in achieving these goals (sanjaya, 2013). learning planning is the process of managing, organizing, and formulating the learning process that formulates goals, materials, methods, and evaluation of learning (suryadi & mushlih, 2015). learning planning consists of components: (1) learning objectives, (2) learning materials/ materials, (3) learning methods, (4) learning media, (5) learning resources, and (6) assessment of learning outcomes (ananda, 2019). learning process planning includes a syllabus and learning implementation plan that contains at least learning objectives, teaching materials, methods of teaching, learning resources, and an assessment of learning outcomes (government regulation of the republic of indonesia number 19 of 2015 article 20). the implementation of learning is a process that is regulated according to certain steps to achieve the desired results (sudjana, 2010). the process of implementing learning in educational units is organized interactively, inspiring, fun, challenging, motivating learners to participate actively, as well as providing sufficient space for the initiative, creativity, and independence of the talents, in the subject and physical and psychological development of learners (government regulation of the republic of indonesia number 19 of 2015 article 19). performing implementation of learning is a teaching and. earning process activity consisting of learning activities that area performing planning (majid, 2014). according to the regulation of the minister of education and culture of the republic of indonesia number 22 of 2016, 172 | english franca, vol. 6, no. 1, 2022 the implementation of learning is the implementation of rpp, including preliminary, core, and closing activities. planning, implementation, and assessment are very important stages for any educator, especially teachers. the learning system will be said to be successful if the three stages have been implemented by teachers. careful planning will make it easier for teachers to carry out the learning process. the implementation of quality learning can be seen from the complete understanding of the material delivered by teachers through the assessment stage. research methodology this research was conducted by employing an explanatory sequential mixed-method design (creswell, 2012) to gather the data. this strategy was conducted through two phases. the first phase was designed to collect and analyze qualitative data through a survey. the second phase followed the first one and utilize interviews to collect and analyze quantitative data. populations of this research were english teachers from senior high schools in indragiri hulu regency who are members of the english teachers' association (mgmp) of indragiri hulu regency. they consisted of 132 english teachers from 29 senior high schools in fourteen districts in indragiri hulu. the techniques of collecting data were utilized based on both quantitative and qualitative perspectives. quantitatively, the researcher uses the questionnaire as the instrument to collect the data about teachers' challenges in teaching and learning online speaking, and qualitatively the researcher uses the interview as the instrument to collect data about the teacher's challenges in teaching speaking online interaction and learning process. results & discussion results the results of this research are provided based on three research questions formulated as the primary orientation of this research. as absorbed from the core of research, the data orientation comprises 1) teachers' challenges in teaching speaking through online interaction when preparing the lesson plan at the senior high schools in indragiri hulu regency, 2) teachers' challenges in teaching speaking through online interaction while the teaching performing at the senior high schools in indragiri hulu regency, and 3) teachers’ challenges in stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-173 teaching speaking through online interaction when evaluating at the senior high schools in indragiri hulu regency. teachers’ challenges in teaching speaking through online interaction when preparing the lesson plan at the senior high schools in indragiri hulu regency the data on english teachers’ challenges in teaching speaking when preparing the lesson plan at the senior high schools in indragiri hulu regency were collected from a questionnaire. the questionnaire was disseminated to one hundred and thirty-two english teachers of senior high schools in indragiri hulu regency five times during november 2020 via an online survey. in this research, the researcher had reminded participants many times but unfortunately, there are only fifty-two respondents who had tittle english teachers’ teaching speaking through online interaction. table 1 when preparing the lesson plan no. item component frequency (f) indicator n category percentage (p) sd d a sa score (s) 1 2 3 4 1 i have difficulty preparing for online speaking teaching f 2 32 17 1 52 p (%) 3.8 61.5 32.7 1.9 100 negative s 2 64 51 4 121 note: sd = strongly disagree, d = disagree, a = agree, sa = strongly agree table 1 showed that the majority of english teachers frequently selected the "disagree" and "agree" categories. moreover, the average score was 117 which indicated that the teachers had a negative category in teaching speaking based on the factor of when preparing. in this when preparing factor, the highest item which indicated a negative category was item 1 (i have difficulty preparing online speaking teaching materials) which had a total score of 121 with a negative percentage of 65.3 % (34 english teachers). in addition, item 5 (i have difficulty choosing the online speaking learning method) gained a total score of 121 (34 english teachers) with a negative percentage of 65.3 %. continuously, 174 | english franca, vol. 6, no. 1, 2022 item 4 (i have trouble finding additional teaching materials for speaking online) with 75 % (39 english teachers) had negative with a total score of 116. the last, item 3 (i have trouble finding online speaking dialogues) was the lowest with (42 english teachers) having a negative percentage (81 %) and 10 english teachers having a positive percentage (19.2%) with a total score of 111. however, a total of 111 still indicated that respondents had a negative category view. it meant that teachers were trouble finding online speaking dialogues. moreover, challenges faced by english teachers when preparing are network constraints. in the following transcript, most of the dominant were properly selected to represent: extract 1 (the first challenge i experienced was to make media and teaching materials speaking in the online form if for technology problems i still do not understand how to use it.) (p-1). aligned with the above transcript, participant 5 remarked that the challenges in teaching speaking had some challenges such as internet connection, electricity, speaking topics, and learning media. the transcript of the interview displayed below draws on his interest. extract 2 (the challenge i'm experiencing is still my lack of ability to create it-based learning media, such as making learning videos, animations, and so on." (p-5). as explained by participant 5 in the above transcript, the challenges in teaching speaking were speaking topics online and learning media. it also had some challenges when preparing, for instance, the teacher was showing media at the time of online learning. subsequently, participant 6 showed their reason for this entity. this displayed interview transcript below portrays the way she shared her reason. extract 3 (the challenge i experience when preparing for online teaching is when preparing technology-based learning media when preparing for teaching during pandemics or distance learning, why should it be technology-based because the learning we do today is online learning or online learning so that the learning media needed is a learning medium that can be accessed by learners anytime and anywhere that is my challenge to create innovative and interactive learning media). (p-6) as mentioned by participant 6 in the above transcript, the reasons the challenges when the preparing a lesson plan was initially quite difficult, but because the learning that is being done is online, therefore it stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-175 is an online learning medium so that it can be accessed by students whenever and wherever they are, teachers there was difficult material to understand, it could be read over and over again so that it was better understood, but if the students did not understand the material provided, they could immediately give and could also provide a response in the comments column of whatsapp groups. moreover, learning using media in speaking could adjust to the learning time. in practice or assignments that had been given feedback and comment could be seen immediately if they had been corrected by the teacher. this is very helpful for students who are constrained by networking and the goal is that there is no material left behind for students who have obstacles. teachers’ challenges in teaching speaking through online interaction while the teaching performing at the senior high schools in indragiri hulu regency the displayed table that follows represents the questionnaire results. some detailed elaborations associated with the questionnaire data are also presented. the questionnaire data address english teachers’ challenges in teaching speaking through online interaction based on while the teaching performing. in the following interpretation, the combined percentage between the option of “agree (a)” and “strongly agree (sa)” together indicated a positive percentage. on the contrary, the combined percentage between “disagree (d)” and “strongly disagree (sd)” is indicated as a negative percentage. with the respect to the questionnaire, the result showed that the average total score was 124 which indicated that the teachers had a negative category in teaching speaking based on the factor of while the teaching performing. regarding the while the teaching performing factor, the highest score was item 6 (teachers have difficulty coping with student behavior in learning) which gained a total score of 131 (24 english teachers). the item had a negative category with a positive percentage of 46 %. in addition, item 7 (i have difficulty motivating students in online speaking learning) had a total score of 128 (56%) from 29 english teachers. the item showed that the teacher had a negative category. subsequently, item 9 (i have difficulty giving examples in doing 176 | english franca, vol. 6, no. 1, 2022 intonation on online speaking learning) had a total score of 123 (33 english teachers), this item had a negative percentage (63.4%). the next item was item 10 (i have difficulty making practice to students in online speaking learning) which had a total score of 123. the lowest score but still indicated a negative category was item 8 (i have difficulty setting examples in online speaking learning) which had a total score of 117. the detail of the displayed table could be seen in the following table 2 table 2 while the teaching performing no. item components frequency (f) challenges n category percentage (p) sd d a sa score (s) 1 2 3 4 6 i have difficulty overcoming student behavior in learning f 1 23 28 0 52 p (%) 1.9 44.2 53.8 0 100 positive s 1 46 84 0 131 7 i have difficulty motivating students in the online speaking learning f 1 28 21 2 52 p (%) 1.9 53.8 40.4 3.8 100 negative s 1 56 63 8 128 8 i have difficulty giving examples in the online speaking learning f 1 37 14 0 52 p (%) 1.9 71.2 26.9 0 100 negative s 1 74 42 0 117 9 i have difficulty with intonation on online learning speaking f 1 32 18 1 52 p (%) 1.9 61.5 34.6 1.9 100 negative s 1 64 54 4 123 stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-177 learning 10 i have difficulty making practice to students online speaking f 2 29 21 0 52 p (%) 3.8 55.8 40.4 0 100 negative s 2 58 63 0 123 total frekuensi 6 149 102 3 260 total score 6 298 306 12 622 negative average of total score 124 challenges faced by english teachers in teaching speaking through the online platform while the teaching performing. in the following transcript, most of the dominant were properly selected to represent others. extract 4 (the challenge i experience when carrying out online learning is that learners who follow online learning very little maybe only 15% out of 30 maybe 4 or 5 people.) (p-5) moreover, the disadvantages in teaching speaking online were the students present did not match the teacher's expectations. in addition, teachers cannot control students' behavior at the time of online learning, and teachers do not get a response back to the material that has been described. the fact was espoused by participant 11 as portrayed in the following interview transcript. extract 5 (the challenge i faced at the time of implementation was that students did not activate the camera, the second was that students did not respond at all, the third was when i used english they did not understand at all because the interest in english was lacking in students here and when i asked if they understood everything was not asking and closing the camera and the last was students who joined a little.) (p-11) furthermore, the text transcript of an interview with participant 8 below has another viewpoint of the overcome in teaching speaking online. extract 6 (of course, there are many obstacles in carrying out online learning yes, the first internet network that is difficult to reach on 178 | english franca, vol. 6, no. 1, 2022 the side of teachers or students by overcoming it moved or looking for an adequate internet network coverage location. the second is the obstacle of students who quickly get bored or saturated in the middle of learning due to the dominant learning media and monotonous, here i have to explore skills that are as creative as possible to provide a varied or varied learning medium so that my students are not saturated the third, dear students who are difficult to monitor when only through learning via whatsapp group, usually here i carry out online learning by zoom meeting to easily monitor each of them. each student.) (p-8). related to the transcript of the above interview with participant 8, the challenge is something new felt by teachers on online teaching. in addition, teaching speaking is difficult to teach online because teachers are led to develop videos, voice notes, and images. in addition, teachers are required to develop new innovative ideas so that learning activities become interesting. teachers’ challenges in teaching speaking through online interaction when evaluating at the senior high schools in indragiri hulu regency the given table that follows the questionnaire results. some detailed elaborations in association with the questionnaire data are presented in the table. the data address english teacher’s challenges in teaching speaking through online interaction based on the factor when evaluating. in the following interpretation, the combined percentage between the option of “agree (a)” and “strongly agree (sa)”, together indicated a positive percentage. on the contrary, the combined percentage between “disagree (d)” and “strongly disagree (sd)” indicated a negative percentage. table 3 when evaluating no. item components percentag e (p) sd d a sa n category score (s) 1 2 3 4 11 i have difficulty f 2 30 19 1 52 p (%) 3. 57. 36. 1. 10 negative negative stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-179 assessing students 8 7 5 9 0 s 2 60 57 4 12 regarding the above table, the result indicated that the teachers had a negative category in teaching speaking based on the factor when evaluating the average of total score 125. it also can be seen from most english teachers choose “disagree” and “agree”. the highest score which indicated negative sequentially was item 16 (i have difficulty assessing the ability to speak to groups of students in online learning). it gained a total score of 133 (47 english teachers). the item had a positive percentage (100%). the next item was item 13 (i have difficulty assessing students' pronunciation skills in online speaking learning) which had a total score of 125 (51 english teachers). the item had a negative percentage (98%). in addition, item 14 (i have difficulty assessing students’ ability on the documentation students work on in online speaking learning) gained a total score of 124 (50 english teachers) it had a negative percentage (96%). lastly, the lowest score was item 15 (i have difficulty assessing individual students speaking ability in online learning) which had a total score of 121 (50 english teachers). the percentage of this item showed that the item had a negative percentage (96%). challenges faced by english teachers in teaching speaking through the online platform when evaluating by linking the components contained when evaluating students are testing, marking the student's ability, and recording students speaking. the following transcript of a n interview with participant 3 was properly selected to represent others. extract 7 (the challenge that i experienced when doing a teaching evaluation is that the evaluation results are less accurate because they can be helped by people around and how to overcome it activates the camera during class.) (p-3) aligned with the above transcript, participant 4 remarked that the challenge in teaching speaking when the evaluation was the tasks students collected did not match the student’s attendance and response at the time of online learning. the transcript of the interview displayed below draws on her interest. extract 8 (the challenge when doing a teaching evaluation is that when the task is collected to school or online, i see the tasks that are done 180 | english franca, vol. 6, no. 1, 2022 correctly all and the students who answer who do not take online classes, so i am confused about this is done by students or help from people around." (p-4) as explained by participant 4 in the above transcript, the teacher's challenges when evaluating was difficulty assessing individual and group student assignments because when teachers teach student responses are very less related to student attendance at the time of online learning. it was also one of the teacher's challenges in evaluating students' ability to speak english at the time of online learning. subsequently, participant 6 showed challenges testing speaking students for this entity. this displayed interview transcript below portrays the way she shared her challenges. extract 9 (the challenge that i experienced when doing an online teaching evaluation is the online evaluation that i have to prepare the evaluation tool itself i usually use google form media, the challenge is when i give the evaluation tool to my students, but my learners are not familiar with google form and they also do not know how because it also has to connect with their email or gmail, often the obstacles i face are they are sometimes confused why they can’t connect with their own gmail, that is where teachers must be able to explain, make socialization or answer questions that learners do private chat when experiencing the difficulty to access the evaluation tool that i provide. (p-6) as mentioned by participant 6 in the above transcript, the challenges when evaluating were teachers have difficulty re-explaining the use of tools or applications used to evaluate students' ability to speak one by one via private whatsapp chat. therefore, it makes time wasted just to re-explain one by one because of learning done online, until all students understand then the evaluation can be done by the teacher. discussion this section discusses the data having been gathered displayed and analyzed prior. there were three major scopes of results that were addressed. they entailed. 1) the teachers’ challenges in teaching speaking through online interaction when preparing the lesson plan at the senior high schools in indragiri hulu regency, 2) the teachers’ challenges in teaching speaking through online interaction while the teaching performing at the senior high schools in indragiri hulu regency and the stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-181 teachers’ challenges in teaching speaking through online interaction when evaluating at the senior high schools in indragiri hulu regency. the english teachers’ challenges in teaching speaking through online interaction when preparing the lesson plan. as revealed from the questionnaire data, there were five factors challenges in teaching speaking. those factors extended to 1) prepare teaching materials, 2) activity, 3) media, and 4) prepare evaluation materials. the first factor, preparing teaching materials, the english teachers had a negative category challenges in teaching speaking. they agreed that challenges in teaching speaking they difficulty preparing online speaking teaching materials. this is a previous survey (ahmed, 2018), which turned out to be just an excuse for teachers not to prepare their lessons seriously and properly. when the teacher does his best to teach and prepare the lesson plan, then nothing is too complicated. it was also supported by the urgent need for teachers to develop a learning implementation plan when preparing the classroom (yusuf & zuraini, 2016). the plan will make it easier for teachers to teach, especially for beginners to develop their teaching skills and abilities. (yusuf & zuraini, 2016) but that's true when talking and communicating in different situations. in other words, teaching to speak in english and explain materials is very important. however, it is noisy (yusuf & zuraini, 2016). english teachers need to speak to their students because english is not their native language. similarly, (ahmed, 2018) suggests that finding dialogue that students should understand is the most common challenge teachers face when preparing for lessons. similar findings were reported by (putra, 2021), examining the challenges faced by teachers in teaching speaking through online learning at sman 2 abiansemal, and examining challenges, coping opportunities, strengths, and weaknesses. they found that among the challenges of online language education, there are nine online learning challenges, how to narrow down nine challenges, and the weaknesses and strengths of nine strategies (putra, 2021). challenges in teaching to speak when creating a lesson plan. teaching speech has many challenges that need to be resolved from different angles. 182 | english franca, vol. 6, no. 1, 2022 the english teachers’ challenges in teaching speaking through online interaction while the teaching performing. the data about the english teachers’ challenges while the teaching performance was garnered from the survey and interview data. as revealed from interviewed data, the first challenges in teaching speaking while the teaching performing was about the interaction with the students, explaining and giving examples. the results show that the majority of teachers have negative problems with items because it is difficult to give an example in online speaking. students have different social thinking because they interact less when learning online (siemens et al., 2005). lack of interaction in online learning is a major concern for teachers. the lack of interaction in online learning poses a major challenge for teachers. in addition, speaking requires intense interaction between teachers and students. interaction in this sense means an interaction that faces at the same time in the same space. the teacher felt that he could not take full advantage of the interaction through the online platform because he could not observe the students directly. student eye contact, gestures, and performance are not observable during the course of education and learning. teachers also spent more time learning how to use the online platform. this process was frustrating because the teacher had never done this before. they had to spend more energy, time, and effort to learn this, in which they had to prepare materials, media, and an assessment of the education-learning process at the same time. the teacher had never studied online, so in this situation, the teacher was unable to develop creativity as he focused on learning the features of the online learning platform. they had limited time to explore or find other online media and platforms to use so that they could use different teaching methods in their online environment. consistent with saying that teaching speaking is one of the most difficult parts to teach online (sun & chen, 2016), it is not possible to have direct dialogue. (nuranda, 2018) he also states that speaking skills are considered difficult skills because they require the process of practicing in real-time and meeting others. this task was solved by a teacher who noticed that students were hesitant to speak when studying online. even they need to instruct their students to speak. also, due to limited online stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-183 class time, teachers were unable to provide sufficient feedback to their students. teachers must fully instruct students to speak in a good way, but with an emphasis on accuracy, pronunciation, content, etc. (paneerselvam & mohamad, 2019 yusuf & zuraini, 2016). learning is remote, so it's important to motivate and maintain students. the findings show that students lack motivation while learning online and it is important to retain them. success in speaking online learning is motivated by students because it can force them to learn and build confidence in them (rodrigues & vethamani, 2015). grades, vocabulary, listening comprehension. when students are motivated to learn, they push themselves to achieve something while learning. the english teachers’ challenges in teaching speaking through online interaction when the evaluation. focusing on the tasks, the teacher also emphasized the challenges in teaching what to say during the evaluation. the results show that the main task is to assess the speaking ability of individual students in online learning. this is consistent with (putra, 2021), suggesting that the lack of motivation of students is due to ignorance of online learning. lack of student understanding, lack of motivation, student reluctance to speak, and lack of responsibility to collect assignments for the plates used. online learning should begin with a student's understanding of the platform used (garrison et al., 1999). it can reduce student motivation because they have to learn about it. in addition, less interaction in online learning makes students a little reluctant to speak or take action. the student's lack of understanding of the platform used was due to the student's unfamiliarity with using the online learning platform. before the covid19 pandemic, students had never had an online learning session, so there was a big difference in learning conditions. this compelled the scholars to discover ways to use the platform, mainly gaining knowledge of the functions of the platform utilized by the lecturers. at this time, each of the lecturers and college students have been suffering to put together themselves so one can be equipped with the net to gain knowledge of the state of affairs. their battle additionally contributed to the incentive wherein many college students have been less-prompted in following the net gaining knowledge of, mainly with inside the starting of on-line gaining knowledge of. their concentrations 184 | english franca, vol. 6, no. 1, 2022 have been divided into wherein they needed to attend at the cloth of coaching however on the identical time additionally, they needed to grasp the functions of the on-line platform. this state of affairs unluckily introduced college students to gaining knowledge of challenges. the lack of motivation of students was due to their unfamiliarity with online learning. many of them didn't see online learning as real learning like school. this is consistent with the discovery of (irawan, 2020). students taught in online learning tend to copy and paste from their friends. they are unmotivated, so it's a hassle to work in class. it didn't make her active in online learning, especially when the teacher asked her to practice speaking. this situation also encouraged students not to speak on online learning platforms. the teacher also had problems collecting student assignments. many of them got together on time, but some students did not submit their assignments on time. due to many factors, students were unable to pick up the assignment on time. when students are motivated, they work hard to reach their learning goals (sardiman, 2012). you will not be lazy or do bad things during the learning process. on the equipment side, the internet connection was not enough to support online learning. facilities are an important factor in supporting effective learning (hamalik, 2008). schools have increased the credibility of the internet, but they still haven't been able to make online learning work. internet facilities and infrastructure have become one of the key challenges in conducting online learning in indonesia. earlier (irawan, 2020) it was reported that an internet connection was one of the weaknesses of teaching to speak online with lms edmodo. internet networks, unstable internet networks, and internet credits are obstacles to online learning in indonesia. lastly, the web mastering device additionally has become a challenge. for one session, online mastering became the simplest completed in 30 mins. it became distinct from offline mastering wherein english became taught for ninety mins for one session. in this situation, the academics couldn't at once take a look at college students talking performance, since time became restricted. here, the academics have to be capable of controlling the magnificence nicely in restricted time. (yamin, 2013) argues that the academics ought to control powerful substances in mounted time so stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-185 mastering could be powerful. (hamalik, 2008) additionally argues that dealing with agenda nicely directs to powerful mastering instruction. it has to direct the scholars to research independently. however, the web mastering supplied the scholars with extra time to research via way of means of themselves at domestic via online mastering individually. they did now no longer want to look forward to the threat to carry out their talking. the college students ought to exercise by making the video. it is consistent with the document (rerun, 2018) coming across that via online mastering the scholars had been advocated research independently. it might be a high-quality opportunity device to assist them in mastering talking talent effectively. conclusion the english teachers engaged as the corespondents of this research have a negative category in teaching speaking through online interaction. their negative evaluative judgments pertinent to the factors of challenges are categorized into three factors; 1) preparing the lesson plan, 2) performing in teaching, and 3) when evaluating. the teachers’ challenges of speaking in teaching and learning english come from the aspect of teacher and student. from the aspect of teachers, they have to prepare the material for the lesson well. they are expected to be more creative and innovative especially accepted by the student. from the student aspect, sometimes, the lack of internet quota and signal made the students got difficulty submitting assignments. moreover, when they get difficulty, it is very hard to ask the question directly to the teacher when preparing the lesson plan the challenge for teachers in teaching speaking when preparing for teaching is the constraints of networking and also an inadequate internet connection. some of the challenges faced are the difficulty of finding the topic of speaking and dialogue speaking online, therefore teachers must prepare teaching materials before teaching begins or prepare from far away so that learning runs as effectively as possible. here teachers and schools have also been looking for solutions by delivering assignments to school twice a week and providing waivers to students who do not have mobile phones. 186 | english franca, vol. 6, no. 1, 2022 while the teaching performing the challenge faced by teachers at the time of learning is to provide examples of speaking, overcoming student behavior, and motivating students in online learning. here also teachers are required to master online teaching methods and increase knowledge about motivation and how to excite students during online learning because, in reality, most students do not follow online learning even though facilities or quotas from the government are available. when evaluating the challenge that teachers face when conducting evaluations is that the answers or tasks collected by students are not following the ability of students at the time of online learning, because at the time of online learning many students do not join online learning which makes it difficult for teachers to assess the student's assignment. honesty in doing the task is very necessary for the teacher. therefore, teachers are asked to learn about the evaluation of learning in online learning. references act of republic indonesia about national education system no. 20/2003. 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(2012). evaluasi pembelajaran matematik. pekan baru: daulat riau english franca : academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.2619 an analysis of code mixing in the movie “from london to bali” andi asrifan universitas muhammadiyah sidenreng rappang, indonesia andiasrifan@gmail.com harun abdullah stie indonesia makasar, indonesia abdullahharun434@gmail.com muthmainnah universitas al asyariah mandar, indonesia muthmainnahunasman@gmail.com muhammad yunus universitas muhammadiyah sidenreng rappang, indonesia muhammadyunusmaiwa@gmail.com atul patil school of holistic development, mit art, design & technology university, pune, india atul.patil@mituniversity.edu.in abstract this study aims to analyze the code-mixing from london to bali movies. what was be examined is the types and level code-mixing. in types and level code-mixing, researchers used the suwito theory. as for the types of code-mixing, including inner code-mixing and outer code-mixing, while in code-mixing level consists of six words: word-level code-mixing, phrase-level code-mixing, clause level code, baster level codemixing, repetition level code-mixing, and code-mixing level idioms. this research design used is qualitative research. qualitative research, among others, is descriptive. the data is collected more in the form of words or pictures rather than numbers. the qualitative descriptive method is a method that researchers can use to analyze by doing fact-finding with the right interpretation. qualitative research is closely associated with the context. based on the results of the analysis from london to bali, the data was obtained for types of code-mixing consisting of inner code-mixing 115 data, outer codemixing 46 data, and level code-mixing consisting of word-level code-mixing 145 data, phrase level code-mixing 10 data, code-mixing clause level 4 data, baster level codemixing 1 data, repetition level code-mixing 3 data, idiom level code-mixing 0 data. mailto:andiasrifan@gmail.com mailto:abdullahharun434@gmail.com mailto:muthmainnahunasman@gmail.com mailto:muhammadyunusmaiwa@gmail.com mailto:atul.patil@mituniversity.edu.in 318 |english franca, vol. 5, no. 2, 2021 keywords: analysis, code-mixing, movie introduction software applications, television, telephone, cd rom, audio or movie, computer, and internet are all examples of ict. the movie as an example of how ict may be used as a communication medium takes a role as a communication medium (apriani, et. al, 2019). the movie is the work of most people who cooperated in making works of art to display on the screen, such as the cinema and other communications tools. to make a movie in need of hard work to work a movie that was being created. this is caused because the start of wrote a story movie, the place of movie, the main cast and supported, and it's a lot of other needs in need in the made of a movie (rohrbach, torabi, rohrbach, tandon, & ..., 2017). all this is done to get the results that work the best to show to the broader community. the success of work can be determined by how enthusiastically people watch the work, particularly a movie. it is a tool of mass communication, a tool for disseminating various message types in modern civilization is, in the use of other movies, be a tool for the artists of the movie to express ideas, through insight into beauty (mendiburu, 2012). the most important thing in the making of the movie is the storyline that was explained in the movie and the background such as popular movies, actors and actresses who play the movie, and the use of language in the making of the movie (angarita, 2007; moretti, 2011). with the advancement of communication media, the use of language today will spread more quickly, resulting in this type of code-mixing. code-mixing can be found in magazines, novels, newspapers, radio broadcasts, social media, and movies. it's a fascinating phenomenon in indonesia today, especially the use of indonesian-english code-mixing in films. movies are no longer just made to entertain people; they are also used to convey messages. language messages are communicated through the medium. people use the language in a variety of ways. code-mixing is one of them. teenagers frequently use code-mixing. they frequently use a combination of indonesian and english. one of the factors that cause teenagers to mix languages is the influence of movies, particularly popular films that contain code-mixing so that the movies influence language use (adrean, daud, & kismullah, 2019). then, the most prominent in the film is the cast that will play the characters because most people were interested in who was portraying the characters in the film (butler, wulff, stanley, and black). aside from the cast, the majority of the views were used for filming. the film itself is a form of entertainment for the larger community to fill in spare time with family at home, at the movies, or wherever it is on the sidelines, busy with work draining. the movie's groove or story depicts the interactions that exist in the film. and the movie, which is frequently seen by many people now that the grooves are present in the film, used code-mixing (zhang & skiena, 2009). code-mixing is used to make the film appear elegant, interesting to watch, and improve the film's grade (busby & klug, andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 319 2001). the more a groove is interested in a movie to be made, the more likely the audience is to watch the movie. in indonesian films, there is frequently a mix of languages in use, either through code-mixing or subtitles. code-mixing is the process of switching from one language to another using the same word or in the same oral or written text (poudel, 2019). when someone uses a word or phrase from another language, it indicates that he or she is code-mixing (poudel, 2019). all of the above, especially for a movie in use in indonesia, often used code-mixing and code-switching because in indonesia, known with the bilingual community or community who can use two languages. namely the regional languages as mother tongue and language and indonesian as the national language and even a lot of the public who already know two languages from other countries especially english as an international language. this is because indonesia consists of many tribes' customs and cultural backgrounds are different. that is cause almost every region in indonesia has a local language respectively. therefore, indonesia, known to the public is bilingual. it is the use of two or more languages sufficiently to carry on a limited casual conversation. from the community bilingual which causes code-mixing and codeswitching in indonesia. in addition, almost every interaction in the community already uses code-mixing and code-switching in interacting well at home, market, and school wherever it is. (harya, 2018) some studies done with a similar analysis found out the type of code-mixing used in dialogue in the professionals movie. the sources of data were the dialogue of the professionals movie. the authors analyze the type of code-mixing. the results of the analysis will be displayed and analyzed. the author uses 127 pieces of data from the artist's dialogue in the movie that is sufficient to represent each code. the analysis focuses on five types of code-mixing: code-mixing informs of word insertion, phrase insertion, hybrid insertion, idiom, and clause insertion. the results of the analysis reveal that 127 dialogues are code-mixing, five forms of code-mixing: word insertion (47,24%), phrase insertion (18,11%), hybrid insertion (1,57%), idiom insertion (3,14%) and clause insertion (29,92% ) (silviyani, 2018). another researcher, s. rasul, discovered that code-mixing is common in social media content generated by multilingual users in his study. the processing of such data for linguistic analysis and computational modeling is difficult due to the linguistic complexity caused by the nature of the mixing, as well as the presence of non-standard spellings, grammar, and transliteration. our analysis demonstrates the extent to which code-mixing occurs in english-hindi data. the classification of code mixed words based on the frequency and linguistic typology emphasizes that, while there are easily identifiable cases of borrowing and mixing at both ends, the vast majority of the words form a continuum in the middle, emphasizing the need to handle these at different levels for automatic data processing. (rasul, 2013) it's not the case with hamsia, who discovered because multilingual speakers frequently switch between languages, automatic language identification becomes both a necessary and difficult task. a simple unsupervised dictionary-based approach 320 |english franca, vol. 5, no. 2, 2021 supervised word-level classification with and without contextual clues, and sequence labeling using conditional random fields are all used. he discovered that the dictionary-based approach is outperformed by supervised classification and sequence labeling and that contextual cues must be considered (hamsia, 2015). other researchers argue that it should also take into account movie viewing habits on devices other than televisions. (nair et al., 2019; auerbach et al., 2019; skerlos et al., 2019) what distinguishes this research is that it will examine the movie in the case to learn more about the code-mixing that appears in the research subject, by watching the movie that was quite interesting used by the movie's actor from london to bali. its purpose is to broaden the research and educate the public about what code-mixing entails. theoritical framework about sociolinguistic as a part of linguistics, it is an interdisciplinary study with sociology, with the object of the research in which it relates language and social factors found in society (mesthrie, 2009; meyerhoff, n.d.) sociolinguistics can be used in communication or interaction that provides guidelines in communicating by showing what language, language variety, or language style should be used when talking to certain people(holmes, 2013; hymes, 1971). as an object in sociolinguistics, language is not seen or approached as a language but rather as a means of interaction or communication in human society bilingual the beginning of the formation of bilingualism lies in the existence of a language community which means the agreed language community as a communication tool. from the language community, a new theory will emerge regarding bilingualism and monolingual. monolingual is a language community that uses one language, while bilingualism is the habit of using two languages in interactions with others(blommaert, 2010; trudgill, 2000) code in human interaction with the other, they usually take differences in codes in differences in fettles. code is a particular dialect or language that is used in every opportunity to communicate between two or more parties(trudgill, 2000). as a general rule, code usage during a conversation has occurred commonly in bilingual societies. they can use some code in thanks. can talk about who is talking to them. the decision codes are in various languages. it can be referred to all types of systems used by two or more people for communication. andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 321 code-mixing code-mixing was a phenomenon of bilingual that exists in the community are bilingual or multilingual. this is because people who use two languages or more often insert words that have no grammatical elements in them. in another word, say clause or phrase in use is composed of clauses ( hybrid clauses, hybrid phrases) and each clause or phrase no longer support the functions of its own then the events that happened is the code-mixing(pitaloka, n.d.; wray, 1998) types of code-mixing there are several types of code-mixing said; there are three types of code-mixing based on syntactical pattern (sotiloye, 1992) as follows : a) intra lexical code-mixing b) intra sentential code-mixing c) involving a change in pronunciation meanwhile, others divide the two code-mixing types: inner code-mixing and outer code-mixing(bhatia & ritchie, 2014). a) inner code-mixing code-mixing the code in the is to mix a language with its language. usually, it happens in indonesia, because indonesia was many traditional languages in each region utter code-mixing b) outer code-mixing it is the mixing of languages derived from a foreign language. that is, speakers, mix the language of their nation with a foreign language. english is a foreign language which common people mix the language of their country with the english language. c) level of code-mixing while in the context of the level of code-mixing, it divides the types of codemixing into some words, phrases, baster, repetitive words, idioms and clauses. movie the film is an audio-visual communication medium to convey a message to a group of people gathered in a certain place(ainslie, drèze, & zufryden, 2005). movie messages on mass communication can take any form depending on the film's mission. however, generally, a film can include a variety of messages, be it educational, entertainment, or information messages. the message in the film is to use the symbolic mechanism that exists in the human mind in the form of message content, sound, speech, conversation, and so on. 322 |english franca, vol. 5, no. 2, 2021 films are also considered as a powerful communication medium for the masses they target, because of their audio-visual nature, namely living images and sounds. with pictures and sound, films can tell a lot in a short time(ainslie et al., 2005; angarita, 2007; mateer & li, 2008; reinstein & snyder, 2005; sang & xu, 2010). when watching a film, the audience seems to be able to penetrate space and time that can tell the life and can even influence the audience. films can be grouped into two basic divisions, namely the category of story films and non-story films(sklar, 2012). other opinions classify it into fiction and non-fiction films. feature films are films that are produced based on stories composed and played by actors and actresses. in general, feature films are commercial in nature, meaning they are shown in theaters with a certain ticket price or shown on television with the support of certain advertising sponsors. non-story films are films that take reality as the subject, namely recording reality rather than fiction about reality. in its development, story films and non-story films influence each other and give birth to various types of films that have their characteristics, styles, and patterns. story films to keep the audience's interest must be responsive to the times, meaning that the story must be better, professional processing with increasingly sophisticated editing techniques so that the audience does not feel cheated by certain tricks even as if the audience is an actor/actress in the film the. in making story films, a thought process and technical process are needed, namely in the form of searching for ideas, ideas, or stories that are worked on, while the technical process is in the form of artistic skills to turn any idea, idea, or story into a film that is ready to watch research methodology the research method used in this research is the descriptive qualitative research method. descriptive research is meant to identify, analyze, and describe data. the descriptive research method is research that is solely based on existing facts or phenomena that are empirically alive in the speakers so that the data produced or recorded is in the form of exposure. furthermore, descriptive research does not consider whether or not the use of language by its speakers is true, because this is its first and foremost characteristic (creswell, 2013). instruments the basic technique used is listening to the use of the language spoken by the characters. while the advanced technology used is the listening technique, listen and watching the movie, again and again, the listening method is the provision of data by listening to the use of the language used by the characters. then, data collection techniques were also carried out by recording techniques, recording words in speech sentences classified as mixed codes, and then analyzed. the recording was only done on data that would support this research andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 323 data analysis procedures data analysis was carried out while data collection was in progress. this means that the data that has been obtained is directly analyzed. cresswell in qualitative research said that researchers should not wait and let the data accumulate to then analyze it. this method is taken to avoid data accumulation. resultss and discussion results the data is classified in this section based on the type and level of code-mixing. the data obtained from the london to bali film is the subject of the study. researchers discovered different types of code-mixing as well as different levels of code-mixing. the researcher analyzes the types of code-mixing and the level of code-mixing found in the movie using theory. according to suwito theory, there are two types of code-mixing, namely inner code-mixing, and outer code-mixing. meanwhile, suwito's level of codemixing includes word-level code-mixing, phrase-level code-mixing, clause-level codemixing, baster-level code-mixing, repetition of word-level code-mixing, and idiom-level code-mixing. table 1. the findings example inner code-mixing no inner code-mixing analysis 1. ini teh maksudnya apa yah the function of word teh is an affirmation on the sentence 2. mungkin sekitar 4 tahun, tenang aja kita masih bisa kontek-kontekan the word "aja" is a betawi dialect commensurate with the word "saja" in the indonesian 3. aku masih ngak nyangka deh kayak mimpi rasanya the word "ngak" is equivalent to the word "tidak", the word "no" is a language that creates relaxation to friendship 4. kebetulan kalau begitu rumah kita kan kosong cuma ada pembantu nah kamu jagain aja sampai kita pulang nanti yah "jagain" is equivalent to the word "jaga" in indonesian, the use of language is influenced by the balinese dialect which is added by the suffix -in in the narrative 5. mamang loe kepeleset di tangga bambu. bambunya licin terus nafasnya sesak kambu? the word "loe" is equivalent to “kamu” word in indonesian 6. gue mau bawa dia ke rumah sakit dia ngak mau mesti nunggu elu the word "gue" is commensurate with “saya” words in indonesian, this is to create relaxation or closeness 324 |english franca, vol. 5, no. 2, 2021 no inner code-mixing analysis 7. ngak papa bokap kerja di prancis nyokap tinggal jadinya ikutan lah aku tinggal sendirian, lagian aku lebih nyaman ngobrol dengan orang indonesia the word "bokap" is a slang meaning "bapak" in indonesian, this describes the relaxed conditions 8. masa mobilnya bagus kayak gini bensinnya abis the word "abis" from the betawi dialect is equivalent to the word "habis" in indonesian 9. hei kok di konci, loe bohongin gue hah the word konci is a dialect betawi equivalent to the word " kunci" in indonesian 10. nih kalau di benarin bisa abis 3 juta 702 rebu lah the word rebu comes from the sundanese dialect which means ribu in indonesian 11. buat die nih nih ngopi, emang ngak ngopi orang gimana sih loe the word die is a betawi dialect which is commensurate with “die” word in indonesian 12. kang atuh di bantulah kang, tolongin lah kang di apain gitu? the word "tolongin" is commensurate with the word tolong in indonesian, in speech add the suffix in which is influenced by the balinese dialect 13. gue mau ceritain sedikit tentang bali yah jadi turis-turis di sini ngabisin uangnya itu untuk kesenangan dan kepuasannya mereka, anak-anak pantai di sini meraup uang dari turis itu. contohnya itu di sana awalnya sih mijit malemnya langsung di lilit dapet duit tuh bocah jelek. terus yang di sana modusnya suh ngajarin selancar abis itu selancar di kamar dapet dollar dan satu lagi tuh di sebelah sana tuh bule udah ke patil ama si kurus duit ngalir terus the word "bocah" is betawi dialect which means "little child" in indonesian 14. loe tuh bego atau gimana sih katanya loe mau ngikutin cara kerja gue , sekarang terserah loe deh, loe mau jadi gembel juga boleh the word "bego" comes from the betawi dialect which is commensurate with the "sangat bodoh" in the indonesian language which causes icm andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 325 no inner code-mixing analysis 15. cakep tuh hehehe, satu lagi mulai sekarang loe harus panggil gue bos? ok the word "cakep" is a betawi dialect which means "bagus" in indonesian 16. pekerjaan ini sangat menyenangkan dan menguntungkan ya udah bawel the word “bawel” is a betawi dialect which if interpreted in indonesian means "banyak bicara" 17. udah loe ngak usah mikirin isi kontraknya udah tanda tangan aja the word "mikirin" is commensurate with the word "memikirkan" in indonesian, in the speech plus the suffix in which is influenced by the balinese language 18. kenalin ini sodikin dan ini bambang nih satu angkatan sama loe the word "kenalin" is commensurate with the word "perkenalkan" in indonesian, in the speech plus the suffix in which is influenced by the balinese dialect 19. kalian perhatiin gue yah ! 20. nah sekarang kalian harus banyak olahraga supaya badan jadi kekar dan seksi, dan sekarang juga harus bisa kenalan dan ajak cewek bule , ngerti kalian "ajak" comes from the betawi dialect which is equivalent to the word "meminta" in indonesian table 2. the findings outer code-mixing no outer code-mixing analysis 1. aku tau kamu masih ngak rela aku pergi tapi kalau kamu emang sayang sama aku harusnya kamu support aku in addition to being categorized in the ocm because there is a word of support in the speech that is inserted between indonesian languages, this shows that the speaker is an educated person 2. keep in touch keep smile and keep talking sama pembantu the process besides being categorized in ocm because the speaker uses english as the main code then uses indonesian as a second language which is only fragments in the use of the language 3. ya udah di gadai 500 yah tapi 2 (dua ) bulan kalau ngak di tebus nih motor milik gua, deal? the word "deal" is an english word that means to "sepakat" in indonesian, the word deal has been used in the indonesian language 326 |english franca, vol. 5, no. 2, 2021 no outer code-mixing analysis 4. no, just boyfriend, hey this is london bukan indonesia in addition to being categorized in ocm because speakers use english as the main code and then insert the word "bukan" which is indonesian 5. we haha welcome to bali surga dunia.sini minum dulu loe kan capek in addition to being categorized in ocm because there is the word welcome to in a speech that is inserted between indonesian languages. this is used by speakers to make it easier for opponents to understand 6. maaf aku baru sempat balas, kemarin aku dapat surprise party in addition to being categorized in the ocm because there is the word “surprise party” in the narrative that is inserted between indonesian languages, this shows that the speaker is an educated person 7. selamat datang di basecamp kuta koboi, mulai hari ini lu akan menjalankan hidup loe yang menyenangkan dan banyak funnya gi mana asik kan yuk in addition to being categorized in the ocm because there is a word” base camp” in the narrative that is inserted between indonesian languages, aims to create a friendly and relaxed atmosphere 8. sekarang peraturan nomor 2 harus nurut jadi tamu minta apa aja lo turutin kalau tamu complaint loh ngak dapat dit sepeser pun. in addition to being categorized in the ocm, there is the word complaint in the word which means complaining but this is done because there is no right word to use in the word 9. we haha welcome to bali surga dunia.sini minum dulu loe kan capek categorized in ocm because two languages are used in each other in which indonesian is the main code than english 10. harus pake hp ini karena hp ini sudah di install buat kerjaan loe nanti the word install is used because there is no equivalent word that can be used in indonesian 11. halo sodikin nama ku tapi you can call me dik saja the speaker said “you can call me” to make a look familiar and friendly 12. pekerjaan escort itu pekerjaan yang sangat mulia kita berada di garda terdepan untuk memberikan impresi yang baik buat para turis di bali the word escort is an english word meaning escort in indonesian, the word escort is used because of the name of a job andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 327 no outer code-mixing analysis 13. ini role model kalian , kalian mesti belajar sama dia. categorized in ocm because there are foreign languages spoken in the language 14. lihat elu kalau gue udah six pack bapak elu datang mohon-mohon gue tolak elu, sombong elu. the word "six-pack " categorize as ocm because the word from english slipped into indonesian 15. nah baru sejam foto loe gue upload udah aja pelanggan loe, emang kalau muka ganteng itu ngak bisa boong hehehe , bamabang sodikin tenang aja kalau muka jelek ngak bisa boong the word “upload” comes from english which is inserted between indonesian languages so that it is categorized in ocm, the word upload is used because there is no equivalent word 16. sorry for kentut the word "kentut" is indonesian which is slipped in between english, this shows that the speaker can use indonesian 17. lukman selamat yah kemarin loe itu ceo dari perusahaan deodorant ternama di luar negeri dan masih single hehehe nih, aits ini langsung gue potong buat bayar hutang, gue cuma mau ngasih lihat kalau loe dapat duit banyak the word ceo comes from english namely chief executive officer which means " direktur utama" in indonesian, this word is used so that the interlocutor understands more quickly what is meant. then there is the word deodorant and single on the speaker said because nothing commensurate to that word. 18. ini klien loe itu masuk penjara jadi ngak dapat tip, tapi jangan sedih memang kalau anggota baru itu kebanyakan apes. good berarti sekarang gue mau pamit ke jakarta untuk urusan yang lain. ok, take care and have fun, ok guys categorized in ocm because speakers use indonesian and then mix with sentences from english, this illustrates that speakers of educated people 19. eh astagfirullah maaf-maaf. categorized in ocm because speakers mix in arabic, this is done because of language requirements 20. itung-itung aku fitnest biar perut aku ini six pack the word fitness is used because there is no equivalent word 21. itung-itung aku fitnest biar perut aku ini six pack the word fitnest is used because there is no equivalent word 328 |english franca, vol. 5, no. 2, 2021 table 3. word level code-mixing no context level of codemixing analysis 1. loe tuh bego atau gimana sih katanya loe mau ngikutin cara kerja gue , sekarang terserah loe deh loe mau jadi gembel juga boleh wlcm there is the word "stupid" which is categorized as mixing basic word codes because it has not undergone any morphological processes 2. cakep tuh hehehe, satu lagi mulai sekarang loe harus panggil gue bos? ok wlcm the word "cakep " is classified in the basic word because it can’t be broken into smaller 3. pekerjaan ini sangat menyenangkan dan menguntungkan ya udah bawel wlcm the word "bawel" is basic because the word cannot be broken down into smaller / simpler elements. 4. pekerjaan escort itu pekerjaan yang sangat mulia kita berada di garda terdepan untuk memberikan impresi yang baik buat para turis di bali wlcm the word "escort" can be categorized as a basic word because the word cannot be broken down into smaller / simpler elements. 5. nah sekarang kalian harus banyak olahraga supaya badan jadi kekar dan seksi, dan sekarang juga harus bisa kenalan dan ajak cewek bule , ngerti kalian wlcm the word "ajak" can be classified into basic words because they are the basis for the formation of more complex words. in addition, the word cannot be broken down anymore. 6. nah baru sejam foto loe gue upload udah aja pelanggan loe, emang kalau muka ganteng itu ngak bisa boong hehehe , bambang sodikin tenang aja kalau muka jelek ngak bisa boong wlcm the word upload can be classified as compound words because the word comes from the word up + load. 7. sorry for kentut wlcm the word" kentut" is basic because the word cannot be broken down andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 329 no context level of codemixing analysis into smaller / simpler elements. 8. ini klien loe itu masuk penjara jadi ngak dapat tip, tapi jangan sedih memang kalau anggota baru itu kebanyakan apes. good berarti sekarang gue mau pamit ke wlcm the word "good" can be categorized as a basic word because the word cannot be broken down into smaller / simpler elements. 9. gue pengen banyak duit, gue pengen jadi orang kaya, berangkatin orang tua ke mekkah yah pokonya supaya ngak di remehin orang. wlcm the word pengen is basic because the word cannot be broken down into smaller / simpler elements. 10. mane teh ngotor-ngotorin bali aja wlcm the word "mane" is basic because the word cannot be broken down into smaller / simpler elements. 11. udah loe ngak usah mikirin isi kontraknya udah tanda tangan aja wlcm “mikirin” of wlcm is categorized as having an impact because the word comes from the word base mikir added the suffix-in 12. ah bule gelo mane teh ngak bisa naik motor wlcm the word "gelo" is basic, because the word cannot be broken down into smaller / simpler elements. 13. ngak, anter ke rumah paman ku nah dia bisa ngurut wlcm the word "anter" is basic because the word cannot be broken down into smaller / simpler elements. 14. ya udah atuh kamu tunjukin jalannya yah wlcm the word "atuh" is basic because the word cannot be broken down into smaller / simpler elements. 330 |english franca, vol. 5, no. 2, 2021 no context level of codemixing analysis 15. sampun, untung lansung di bawa ke sini wlcm the word "sampun" is basic because the word cannot be broken down into smaller / simpler elements. 16. udah aku antarin lagi wlcm categorized as a word with an impact because the word “antarin” comes from an “antar” base word added the suffix -in 17. ya udah entar kalau kamu mau pake motor kamu telpon aku aja wlcm the word "use" is classified in the basic word because it cannot be changed again in a simple form 18. mane teh cari mejanya di pojok aja, kalau ada kipas angin pinjem beli lakban yah wlcm the pinjem "use" is classified in the basic word because it cannot be changed again in a simple form 19. jadi kamu jauh-jauh ke sini cuma mau tanyain itu doang wlcm the doang "use" is classified in the basic word because it cannot be changed again in a simple form 20. jangan-jangan bukan ji itu klien mu wlcm the word "ji" is classified in the basic word because it cannot be changed again in a simple form 21. ngak papa, jatoh dari tempat tidur wlcm the word "jatoh" is classified in the basic word because it cannot be changed again in a simple form 22. lukman please, biarin aku jalanin hidup aku yang baru wlcm the word "please" is grouped in the basic word because it cannot be broken. it becomes simpler andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 331 no context level of codemixing analysis 23. kalian tuh harus makan banyak biar gede badannya! wlcm the word "please" is grouped in the basic word because it cannot be broken. it becomes simpler 24. putu, kebetulan nih makan bareng sini sini. putu kenalin ini lukman anggota baru gue wlcm the word "please" is grouped in the basic word because it cannot be broken. it becomes simpler 25. aduh seruisan ini atuh kalau ada yang ngelangar gimana? wlcm categorized as a word with an impact because the word "ngelanggar" comes from a "langgar" base word added the prefix – nge table 4. phrase-level code-mixing in the movie “from london to bali no speech level of codemixing analysis 1. innalillahi wainnailaihi rajiun mamang loe ude ngak ade plcm innalilllahi wainna ilaihi rajiun is categorized in phrases because it doesn't have a combination of subject and predicate but already has meaning 2. maaf aku baru sempat balas, kemarin aku dapat surprise party plcm surprise parties are classified in phrases because they have no subject and predicate but have meaning 3. ini role model kalian , kalien mesti belajar sama dia plcm role models are classified in phrases because they have no subject and predicate but have meaning 4. keep contact yah plcm keep contact are classified in phrases 332 |english franca, vol. 5, no. 2, 2021 no speech level of codemixing analysis because they have no subject and predicate but have meaning 5. ini klien loe itu masuk penjara jadi ngak dapat tip, tapi jangan sedih memang kalau anggota baru itu kebanyakan apes. good berarti sekarang gue mau pamit ke jakarta untuk urusan yang lain. ok, take care and have fun, ok guys plcm take care and have fun categorized in phrases because it doesn’t have a combination of subject and predicate but already has meaning 6. eh astagfirullah maaf-maaf. plcm astagfirullah is categorized in the phrase form description of the entry of the arabic language of speech 7. lukman i’m serious kaki kamu kenapa kayak gini? plcm i'm seriously categorized in phrases because it doesn't have a combination of subject and predicate but already has meaning 8. welcome to bali surga dunia.sini minum dulu loe kan capek plcm categorized in phrases because it doesn’t have a combination of subject and predicate but already has meaning 9. from london to bali tujuan kamu tuh apa sih? plcm categorized in phrases because it doesn’t have a combination of subject and predicate but already has meaning table 5. clause level code-mixing in the movie “from london to bali no speech level of codemixing analysis 1. halo sodikin nama ku tapi you can call me dik saja clcm you can call me categorized in clause because it consists of a andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 333 no speech level of codemixing analysis combination of words that have subject and predicate 2. hai, i miss you so much akhhirnya kita bisa ketemu lagi sama kamu. aku tuh nunggu udah lama banget untuk ketemu sama kamu clcm i miss you so much categorized in independent clause because the sentence can stand alone and already has a complete meaning 3. wacth your mouth, emang teh ngerti saya ngomong apaan, sini atuh berdiri clcm what your mouth categorized in independent clause because the sentence can stand alone and already has a complete meaning 4. i think it, ngak ada apa-apanya di banding kecantikan kamu clcm i think it is categorized in clause because it has elements of subject and predicate table 6. baster level code-mixing in the movie “from london to bali no speech level of codemixing analysis 1. selamat datang di basecamp kuta koboi, mulai hari ini lu akan menjalankan hidup loe yangn menyenangkan dan banyak funnya gi mana asik kan yuk blcm there is the word "fun" in the story which when viewed the word fun comes from english and then -nya from indonesian this is what causes blcm table 7. repetition word-level code-mixing in the movie “from london to bali no speech level of codemixing analysis 1. itung-itung aku fitnest biar perut aku ini sixpack rwcm from the side is a repeated word repeating all the basic forms 334 |english franca, vol. 5, no. 2, 2021 2. saya teh nyesal saya udah nyianyiain hidup saya untuk pekerjaan yang ngak benar rwcm from the side is a repeat word that gets an affix 3. kita kan masih bisa kontekkontekan rwcm from the side is a repeat word that gets an affix discussion finally, the researchers discussed the findings from london to bali movie through a long process. for types of code-mixing that are often used are inner codemixing (icm) then outer code-mixing (ocm). in from london to bali movie uses language that is more relaxed and more intimate, this is done to attract the interest of the audience, both adults and adolescents watching from london to bali movie, because it uses language that tends to be relaxed in its narrative. then the level of code-mixing from london to bali is not all code-mixing is used, of the six code-mixing levels examined only idioms of the level of code-mixing are not used in the form london to bali movie. the most widely used level of code-mixing is the word level of code-mixing. it is obtained from the insertion of words in a sentence spoken from london to bali this movie can be seen from the conditions, culture, and location of the shoot or the situation at the time of filming. the second level is the phrase code level mixing (plcm) obtained in from london to bali movie, then the third is a clause then followed by a repetition of the word level code-mixing after that baster code-mixing. in leech's opinion, politeness refers to forms of action that people follow to preserve their committees or create an environment of general harmony. according to the leech theory, the use of euphemism is thus a maxim of negative politeness, aimed at preventing conflict rather than finding consensus. euphemism helps prevent concepts that may trigger conflict in language which are threatening to face. the code change is often used to establish comedy from formal to slang, or urban. humor is intended to minimize the severity of the hiv and aids topic that deals with serious issues such as disease and death by laughing. in mashiri and as lederer (1997: 4) cited. al. (2002: 231) quite rightly argued that 'slang helps us to crack the ice through cheaper and friendlier equipment' in skido for example, it produces a humorous effect, saying "i like this one with a large backbone." the bits of slang used in a formal language is intended to draw the audience's attention with hilariousness since the intention is to laugh and learn. this approach takes the form of edutaining contact in the sense of the film, which andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 335 simultaneously provides for and educates. it is a compelling tactic to encourage people to listen, understand and potentially change their risky sexual behavior. the switch of code between languages serves various purposes of communication. it can be a way of claiming a common identity and a method used by two people to create relationships among the interlocutors. in the above example, when the gardener becomes black, tiyane switches to shona. shona is used in this scenario to assert the same ethnic identity with the gardens, thus eliminating barriers to contact between the two. there is friction initially between the two aliens, but when they turn to shona this is minimized. similarly, adriane-los (1997) of asian americans researched code-switching to classify ethnic groups. code shift was made. these occurrences are much closer to the truth of the cinema's vocabulary as they reflect the same condition as in society. tisane speaks in english to juliet and her mother, but when he talks with the gardener, she returns to shona. in this regard, the change of code is intended to accommodate a person not competent in a certain language, as with the gardener who is not competent in the english language. concerning indonesia's socio-cultural today, socio-cultural value is a foundation of every person's life because it is associated with fundamental values such as good or bad, right or wrong, usual or unusual, and is thought to be important in ensuring a society's longterm development (koentjaraningrat, 1974). it has a significant impact on and determines the knowledge system (way of thinking) and how individuals and groups act and behave. the socio-cultural values that will be explored in this paper will primarily be in education, which is a deliberate effort and is intended to develop the individual potential to develop community, nation, and even the state. conclusion finally, the researchers discussed the findings from london to bali movie through a long process. for types of code-mixing that are often used are inner codemixing (icm) then outer code-mixing (ocm). in from london to bali movie uses language that is more relaxed and more intimate, this is done to attract the interest of the audience, both adults and adolescents watching from london to bali movie, because it uses language that tends to be relaxed in its narrative. references adrean, m. r., daud, b., & kismullah, k. 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(2009). improving movie gross prediction through news analysis. 2009 ieee/wic/acm international joint …. retrieved from https://ieeexplore.ieee.org/abstract/document/5286056/. english franca : academic journal of english language and education vol. 2, no. 2, 2018, iain curup p-issn 2580-3670, e-issn 2580-3689 the influence of using suggestopedia method toward students’ vocabulary mastery at eight grade of the second semester in smpn 06 metro in academic year 2016/2017 yasmika baihaqi muhammadiyah university of metro yasmikabaihaki@gmail.com maya rutiningsih muhammadiyah university of metro mrutiningsih@gmail.com abstract english is the foreign language that we have to learn it early. not just our country, it is very important because all of the countries use it to communicate each other. it proves that language is necessary for people to interact with other people. there are some problem formulations in this research those are “is there any positive and significant influence of using the suggestopedia method toward students’ vocabulary mastery at eight grades of the second semester in smpn 06 metro academic year 2016/2017?”. the objective of this research is to know the influence of using the suggestopedia method toward students’ vocabulary mastery. the kind of this research is quasi experimental design. the research was conducted at eight grades of the second semester in smpn 06 metro academic year 2016/2017. the researcher took two classes in eighth grade as the sample, 29 as the experiment class, and 29 were included as a control class which were taken by using cluster random sampling. in collecting the data, the researcher used pre-test and post-test. in analyzing the data, the researcher used parametric ttest formula. after analyzing the result of data by using parametric formula, the researcher gets the result of tratio is 3,009 and ttable 2,66. it means that tratio > ttable, ha is accepted if tratio > ttable. so, there is a significant influence of using the suggestopedia method toward students’ vocabulary mastery at eight grades of the second semester in smpn 06 metro academic year 2016/2017. keywords: influence, suggestopedia method, vocabulary mastery mailto:yasmikabaihaki@gmail.com mailto:mrutiningsih@gmail.com 84 | english franca, vol. 2, no. 2, 2018 introduction language is not released from vocabulary at a junior high school the students asked to master of vocabulary so after they graduated from junior high school they can use it to communicate. english is the foreign language that we have to learn it early. not just our country, it is very important because all of the countries use it to communicate each other. it proves that language is necessary for people to interact with other people. suggestopedia is a teaching method that was introduced by georgi lozanov (2005) in kharismawati (2013) states that suggestopedia is a teaching system which makes use of all the possibilities tender suggestion can offer. the suggestion here is about something that can make students feel enjoy in teaching and learning process. lozanov created this method in the hope that the students would enjoy in learning, especially learning a foreign language. suggestopedia was originally applied mainly in foreign language teaching, and it is often claimed that it can teach language approximately three times as quickly as conventional method. from the total number of students of smpn 6 metro, there are many students who are quite low. however, the existing quantity was not supported by the quality of students. this can be seen on the pre-survey conducted by the researcher at second semester junior high school in may 02 , 2016 most of students have not achieved the target because the students confuse to understand the material when the teacher while explain the materials, because of the problem why the students confuse to understand the material, it can be seen when the student sometimes come late, sometimes slept in the class, they did not give attention to lesson and the student can’t understand, they can’t deliver their idea and feeling. student should be an active in improving their vocabulary, they don’t dependent with their teacher. teacher just give task to the students to memorize word one by one. it makes the student lazy to study vocabulary, learning gives the student more opportunity to explore knowledge from many sources. so, the students realize that a teacher is not the only source to get the knowledge. there are many yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |85 ways to improve the students’ vocabulary students should be encouraged by learning media. in this below is the result data of students score in english learning achievement. table 1.1 students’ score of english subject at accounting at smpn 6 metro score students explanation percentage 80 – 100 5 very high 20% 66 – 79 7 high 30% 56 – 66 18 low 50% total 30 100% source : based on pre-survey in smpn 6 metro the data above mentions the students’ score and from the data the researcher knows the conditions of the students in second year at smpn 06 metro. the presentation of low grade is dominant as much as 50% than presentation of high grade only 20%. there are many students who get low score. and also from the data above can be said that the influence of learning method that is used toward vocabulary mastery in around students is still low. so, the students’ vocabulary mastery must be increased. based on the fact above, the researcher assumes that an alternative way of teaching vocabulary is urgently needed a their attention and motivation to study, so they are bored in english. neurological research suggests that the more brain fibers provided to get the job done , the more well (djohan, 2010, p. 95). suggestopedia is a method by using the treatment suggested relaxation in learning a foreign language learning through method a structured, as vocabulary, listen to classical music, games, and communication between the subject. the researcher realizes use the suggestopedia method that interesting way only encourages students to learn vocabulary more 86 | english franca, vol. 2, no. 2, 2018 easily and any fun activity which gives young learners the opportunity to practice the foreign language in a relaxed and enjoyable way. a suitable technique should be chosen to make the materials enjoyable, interesting and challenging so that the teacher can motivate the students to study and help them diminish their laziness and boredom. from the description above, therefore researcher would like to know how far the influence of the uses suggestopedia method towards students' vocabulary mastery at the second year students of smp n 6 metro academic year 2016/2017. theoretical framework the concept of students vocabulary mastery vocabulary mastery is very important in order that can communicate with other. a person says to ‘know ‘a word when they can recognize its meaning when they see it (cameron, 2001, p. 75) it means that in learning vocabulary must to know the meaning of it and also understand and can use it in sentence context. in learning vocabulary automatically we have to know the meaning of words itself and can use it in sentences in context. according hornby (1995) in (setiawan, 2010) vocabulary is the total number of the words (with their meaning and with rules for combining them) making up the language. that have the meaning and the vocabulary is one of the competence of the language. according to (richards & renandya, 2002) vocabulary is the core component of language proficiency and write. then, based on finochiaro (1974) in (taarum, 2014) the vocabulary will make the student’s practice life and will, strength, then belief that english can be used to express same ideas or feeling they express in their native language. according to hornby (1974) in (widyawati, 2010) mastery is complete control or the state of having control over something superiority in competition, victory eminent skill, or through knowledge. from the definition above, it can be concluded that vocabulary mastery included in basic to communication and vocabulary also is the total number of the words, vocabulary can be used to express some ideas or feeling in native language and vocabulary is one of the yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |87 important aspect of teaching language and to understand also to apply something learnt and serves as a useful and fundamental tool for communication and acquiring knowledge. teaching vocabulary the vocabulary is very important for students, with vocabulary learners can improve their ideas. teaching vocabulary in class has the better method in order that the students can understand with the materials. in teaching vocabulary the teacher can introduce what is vocabulary that is taken from the book. teaching vocabulary plays an important role in language acquisition because the mastery of vocabulary will help students to master all the language skills; speaking; listening; writing; and reading. the vocabulary will make the student’s life and practice will strengthen belief that english can be used to express the same ideas or feeling they express in their native language (finocchiaro, 1973, p. 38). according to jordan (1995) in (sukrina, 2010), teaching vocabulary is such an important task in teaching english because vocabulary achievement relates to all language learning and it is of concern to all four language skills. from the definition above, the researcher concludes teacher needs a good knowledge of their teaching materials. when the teacher teaches the students about vocabulary, the teacher should know the general knowledge of vocabulary, words and also the meaning of vocabulary. kinds of vocabulary students sometimes get difficulties in memorizing all vocabulary that they have known. it caused by lack of practicing and use them. that is why the student need to practice more to keep in their mind. according to richards (2002:255). (anyaran, 2014) states that vocabulary having kinds in the study of word classification they are: nouns, pronouns, verbs, adjective, adverbs, preposition and conjunction. all of the kinds will be explained below: 88 | english franca, vol. 2, no. 2, 2018 nouns: a noun is a word (or group of words) that is the name of a person, a place, a thing or activity or a quality or idea, nouns can be used as the subject or object of a verb. pronoun: a pronoun is a word that is used in place of a noun or phrase (she, her, he, him, they and them). verbs: verbs are words that denote or describe an action, experience or state. hatch and brown (1995) in (anyaran, 2014) place verbs into four classes: activities (run, walk, look for), accomplishment (build, kill), achievement (recognize, find, lose), and states (know, love, have). adjective: the adjective is modified that used to highlight quantities or attributes. the types of adjective are: (a). determiners. they are articles (the, a, an), demonstrative adjective (this, that, these, those), and possesive adjectives (my, your, her), numeral adjectives (four, ten, first, third), and adjective of indefinite quantity (some, few, all). (b). descriptive adjectives. they usually indicate an inherent quality (old, young, new), or a physical state such as (blue, yellow, red), size or age. adverbs: the adverb is a word that adds to the meaning of a verb, adjective, another adverb or a whole sentence. adverbs are similar to adjectives in many ways although they typically assign attributes to verb, to clauses or to entire sentences rather than to noun. locative adverbs like ‘here’ and ‘there’ are used very early young children as ways of pointing to the location of objects. time adverb like ‘now’ and ‘yesterday’ are used by second language learners as an initial why to mark time. preposition: preposition is a group of word which is used to show the way in which other words, are connected (in, on, beside, at, and between). conjunction: conjunction is a word that connects sentences, phrase, or clause (and, so, but). yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |89 types of vocabulary according to clarence l barnhart at (yusro, 2010), type of vocabulary consists of: reading vocabulary a person’s reading vocabulary is all the words he or she can recognize when reading. this is the largest type of vocabulary simply because it includes the other three. listening vocabulary a person’s listening vocabulary is all the words he or she can recognize when listening to speech. this vocabulary is aided in size by context and tone of voice. writing vocabulary a person’s vocabulary is all the words he or she can employ in writing. contrary to the previous two vocabulary types, the writing vocabulary is stimulated by its user. speaking vocabulary a person’s speaking vocabulary is all the words he or she can use in speech. due to the spontaneous nature of the speaking vocabulary, words are often misused.this misuse-though slight and unintentional may be compensated by facial expression, tone of voice, or hand gesture. from the explanation above, researcher includes of vocabulary that the vocabulary have four types from four skill in english, all of the type just different in face. all of the type important in english specially vocabulary mastery. the concept of students’ suggestopedia method suggestopedia is a language teaching method developed by the bulgarian psychologist, georgi lozanov. like community language learning, suggestopedia is an innovative method that promises great 90 | english franca, vol. 2, no. 2, 2018 effective language learning results. the method also draws the insights from yoga the soviet psychology lozanov took the idea that "all students can be taught in a given subject matter at the same level of skill.(richards, rodgers, & thresia., 2015, p. 32). lozanov emphasizes, however, that increased memory power is not an isolated skill, is a result of "positive, comprehensive stimulation of personality (lozanov & thresia, 2015, p. 33)”. lozanov states categorically, "the main aim of teaching is not memorization, but understanding and creative solution of problems " (lozanov & thresia, 2015, p. 34) 1. the advantages of suggestopedia in spite of all these disadvantages, some tenets of suggestopedia have been accepted and adapted by teachers worldwide. according (fenny thresia, 2015, p. 38) through suggestopedia students learn to trust the power of the mind. students also learn that deliberately induced states of relaxation can be valuable at times in the classroom. students can also benefit from the use of music to get students sit back and relax. when the students are successful in doing such self-activities, they will be more confident. 2. the disadvantages of suggestopedia it is not fair to analyze only from the benefit aspects. suggestopedia also has a limitation since there is no single teaching method that is categorized as the best based on some consideration such as: the curriculum, students’ motivation, financial limitation, the number of students, etc. the main disadvantages of suggestopedia are as follows: the concept of the influence of suggestopedia method toward students’ vocabulary mastery influence is the form of power to affect another thing. based on kbbi (2005:849) influence is a power which appears from something that can form the characteristic of other things. then, surakhmad (1982:7) states that influence is the power from the thing that can give yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |91 the changing of another thing in surrounding. based on the explanation above, the researcher concludes that influence is the affection of something which can give another effect an changing towards things around. in this case the researcher wants to find out whether the influence of suggestopedia method towards students’ vocabulary mastery. thinking framework this research has two variables in this paradigm. there are independent variable and dependent variable. the independent variable is suggestopedia method and the independent variable is vocabulary mastery. vocabulary has functioned as the persons’ source to express their idea or what they feel in some ways. the more vocabulary they have, will be more easy to express their ideas or what they think. it means the increasing of vocabularies should be conducted continuously, it needs much training. from these results, the researcher concludes that suggestopedia to the learning process goes into making students become and interested in learning process. for the teachers use the english is often and for other researcher can do similar on research other aspect of the suggestopedia. suggestopedia method is to make the students relaxed, allowing them to consciously open mindset to learn comfortably and not depressed. music is used as a tool to help students relax and to guide the presentation of the material. here is about something that can make students feel enjoy in teaching and learning process, the human brain is able to process a lot of material if given the right conditions for learning, relaxation and giving them the control and authority of the teacher. hyphothesis formulation concerning to the concept and theoretical assumption above, the researcher would like to formulate the hypothesis as follows: there is positive and significant influence of using suggestopedia method and students’ vocabulary mastery in the eighth grade of smpn 06 metro in academic year 2016/2017? 92 | english franca, vol. 2, no. 2, 2018 there is no positive and significant influence of using suggestopedia method and students’ vocabulary mastery in the eighth grade of smpn 06 metro in academic year 2016/2017. research methodology this research is included as quantitative research term of quasi experimental design. according to (arikunto s. , 2006, p. 12), quantitative research is the process which uses numeric data to find out the result of the research. then, (sugiyono, 2012, p.13) states that quantitative research is a research which uses numeric analysis and statistical in gaining the result data. the design of this research is using “nonequivalent control group design”. the design can be described as follow: table 2. nonequivalent control group design group pre-test treatment posttest experimental o1 x1 o2 control o3 x2 o4 (sugiyono, 2012:116) note : x1 : treatment vocabulary mastery by using suggestopedia method x2 : treatment vocabulary mastery by using conventional methods o1 : pre-test o2 : post-test o3 : pre-test o4 : posttest yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |93 the researcher gives the pre-test before start the learning process to know how far the students’ understanding about some vocabularies. then, the post-test is given to students after learnt vocabulary by using the methods to know some increasing in vocabulary mastery. according (sugiyono,2012, p.117) defines that population is the whole subjects which are complete and clear and will be the object in the research. the population of this research is the students at the eighth grade of smpn 06 metro in academic year 2016/2017. the total population is 248 students, divided by eight classes and each class consists of class 8.1 are 32 students, class 8.2 are 30 students, class 8.3 are 31 students, class 8.4 are 31 students, class 8.5 are 31 students, class 8.6 are 31 students, class 8.7 are 31 students, class 8.8 are 31 students. “sampling technique is a way to take the researcher sample from population” (sugiyono, 2012, p.118). in conducting the research to get the sample from the population, the researcher uses a cluster random sampling technique, because the class is equal. to get sample using cluster random sampling from research population, the researcher does some steps as follow: firstly, the researcher writes the classes in a piece of paper that represents students in each class. the whole of students of eighth grade of smpn 06 metro are (class 8.1 are 32 students, class 8.2 are 30 students, class 8.3 are 31 students, class 8.4 are 31 students, class 8.5 are 31 students, class 8.6 are 31 students, class 8.7 are 31 students, class 8.8 are 31 students). second, the papers are then shuffled. after shuffling the researcher takes the paper. finally, the researcher got 8.1 and 8.4 as a sample of research. sample the part of the population that will be researched”, (sugiyono, 2012, p.118). the sample is the number of individual which are represented population in research. the samples of this research are the students from eighth grade in 8.1 and 8.4 class. the total numbers of the sample are 63 students. variable is all the things which can be decided by the researcher to be studied in order to get some information and gain the conclusion, (sugiyono,2012, p.60). this research contains two variables those are 94 | english franca, vol. 2, no. 2, 2018 dependent variable and independent variable. independent is the variable that affects a being as the dependent variable incidence or changes (tied). the dependent variable is the variable that is affected or which become due as a result of the independent variable (free). in this research the independent variable is suggestopedia method and the dependent variable is students’ vocabulary mastery. the operational definition of research variable suggestopedia is a language teaching method developed by the bulgarian psychologist, georgi lozanov. like community language learning, suggestopedia is an innovative method that promises great effective language learning results. the method also draws the insights from yoga the soviet psychology lozanov took the idea that "all students can be taught in a given subject matter at the same level of skill.(richards, rodgers, & thresia., 2015, p. 32). lozanov emphasizes, however, that increased memory power is not an isolated skill, is a result of "positive, comprehensive simulation of personality (lozanov & thresia, 2015, p. 33)”. lozanov states categorically, "the main aim of teaching is not memorization, but understanding and creative solution of problems " (lozanov & thresia, 2015, p. 34). suggestopedia class is conditioned be child-like situation. there are some students who do not like to be treated like this as they think that they are mature the operational definition of students suggestopedia method suggestopedia method is an enjoyable method in a learning process. in this research, the researcher provides some music instrumentals to accompany the students in learning english especially in vocabulary mastery. when the students are studying, the researcher is playing the music instrumental by active speaker. so, the students can enjoy the learning process by listening some music instrumentals. the concept definition of vocabulary mastery vocabulary mastery is very important in order that can communicate with other. a person says to ‘know ‘a word when they can recognize its meaning when they see it (cameron, 2001, p. 75) it means that in learning vocabulary must to know the meaning of it and also understand and can use it in sentence context. in learning vocabulary automatically we have to know the meaning of words itself and can use yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |95 it in sentences in context. from the explanation above, researcher includes of vocabulary that the vocabulary have four types from four skills in english, all of the type just different in face. all of the types are important in english specially vocabulary mastery. the operational definition of vocabulary mastery vocabulary mastery is the component which will be explored in this research. correlate with the material which is given by the researcher, the vocabulary is focused on verb, noun, adverb, and adjective which are used in narrative text. the students are served some narrative texts, and then they analyze together the vocabularies that are included in the types of vocabulary above. so, the students get many vocabularies in each learning process. the concept definition of the influence of using suggestopedia method and students’ vocabulary mastery the conceptual definition of the influence of using suggestopedia method towards students’ vocabulary mastery that influence is a power of the thing which can affect someone or something around. in line, cambridge english dictionary (2010:115) states that influence is the power to have an effect on people or things or a person or thing that is able to do this. based on the explanation above, the researcher concludes that influence is the affection of something which can give another effect an changing towards things around. in this case the researcher wants to find out whether the influence of suggestopedia method towards students’ vocabulary mastery. the operational definition of the influence of using suggestopedia method and students’ vocabulary mastery the operational definition of students’ vocabulary mastery is taken by their score on multiple choice test. students are given 25 questions about the words of topic have been given in the treatment. they must choose the best answer of those multiple choices. research instrument is a tool or facility which is used by the researcher in collecting the needed data in order the work will be easier 96 | english franca, vol. 2, no. 2, 2018 and getting better result (arikunto, 2010, p. 203) it means that by using it, the researcher will get the data completely, systems, and easier to be processed. the instrument which is used to collect the data as follow: test items the test is given in order to know the result of vocabulary achievement by using suggestopedia method. pre – test items pre-test means the first to get information about the students’ vocabulary mastery before the treatment is given. the researcher gives the test for students to know the students’ ability before doing researcher, and test is given for experimental class and control class. research will be use multiple choice which consists of 25 questions. the question is related to the material of vocabulary. post – test items post-test is to measure students’ achievement in vocabulary mastery after the treatment is given. the researcher gives test to know whether the treatment is successful or not. the type of the test is multiple choices. the test same as pre-test but the number is different and random. in conclusion, research instrument is the tool to collect the data in the research which is valuable to be tested. in this research, the researcher uses test “multiple choices” in giving the instrument to the subjects to know increasing of students’ vocabulary mastery. the total number of the test is 25 items. here is the specification table instrument of vocabulary mastery: in collecting data, the researcher uses the test. the procedure of test can be collected from some test below: pre–test pre–test is done at the beginning time in the research. this test is given to know the first students’ vocabulary mastery. the students should choose the best answer (a, b, c, and d) to find out the students’ vocabulary mastery. the students will get the score if the students can answer the questions correctly. the researcher given time for doing the test is about one hour. yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |97 post–test after giving treatment, the students should choose the best answer (a, b, or c) to find out the students’ vocabulary mastery, the students will get the score if the students can answer the questions correctly. the time for doing the test same like in pre-test. table 3.3 specification table instrument of vocabulary mastery basic competence indicators predictors items identifying the vocabularies in narrative text identifying verb which is used in narrative text the students are able to identify the verb which is used in narrative text. 1,2,3,4,5 identifying adverb which is used in narrative text the students are able to identify the adverb which is used in narrative text 6,7,8,9,1 0 identifying adjective which is used in narrative text the students are able to identify the adjectives which are used in narrative text. 11,12,13, 14,15 identifying noun which is used in narrative the students are able to identify the countable and 16,17,18, 19,20 98 | english franca, vol. 2, no. 2, 2018 text uncountable which is used in narrative text. identifying to be which is used in narrative text the students are able to identify to be which is used in narrative text 21,22,23, 24,25 findings and discussion this research is conducted at smp n 06 metro. the research is done from july 23th 2017 up to august 1th 2017. there are six classes on grader eighth in smp n 06 metro. the total number of the students in eighth grade is 248 students. the researcher gets the sample using cluster stratified random sampling and the result is the sample of this research consist of two classes of the students in the seventh grade. the two classes are viii.1 as the experimental class and viii.4 as the control class. the research covered try out and test. this research is quantitative research which is intended to find out the influence of using suggestopedia towards students’ vocabulary mastery. the influence can be seen from the gain score of pre test and post test. the conclusion of the research is taken by comparing the mean of the post – test scores of teaching vocabulary mastery as an experimental class with teaching vocabulary by using conventional method as control class. in this research, there are two instruments. they are the instrument of pre-test and post-test. the researcher uses to construct validity, which asking the expert judge and doing try out. there are 25 items for students’ vocabulary mastery. the result of research instrument the validity of research instrument yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |99 in this research, there are two instruments. they are the instrument of pre-test and post-test. the researcher uses to construct validity, which asking the expert judge and doing try out. there are 25 items for students’ vocabulary mastery. the result of validity is as bellow which is counted by using correlation product moment: r xy = 267 = 272,7 =267/272,7 =0,98 the result of the validity is 0,98 it means that the instrument items are valid. the reliability of research instrument to test the reliability of multiple choice questions, the researcher uses cronbach alpha formula as follows: where = reliability = total of items which are tested m = mean of total score = total of variance 100 | english franca, vol. 2, no. 2, 2018 the result of reliability: 1,041 x (1-0,09) the result shows that the reliability is 0,94. it means that the reliability is very high as it can be seen in the classification below: 0,80 – 1,00 : very high 0,60 – 0,80 : high 0,40 – 0,60 : sufficient 0,20 – 0,40 : low 0,00 – 0,20 : very low research result of data collecting technique in this part, the research explains the result of the data collecting technique as follows: the result of pre-test the researcher conducts the pre test to know the capability of the students before giving the treatment. the pre test is given to the 58 students, where the 29 students are experimental class and the 29 students are included as the control class. the test consists of 25 items in multiple choices which were done by all of the students in both classes. the time to answer the pre test is about 60 minutes. yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |101 the result of pre-test in experimental class the researcher gives pre test for experimental class which consist of 29 students in multiple choices which the total 25 items. the highest score is 80 and the lowest score is 30. then for the mean is 60,14, for the complete data of pre test in experimental class . the result of pre-test in control class same as the experimental class, the researcher also gives the pre test for the controller class in multiple choices which the total 25 items. the highest score of the pre test in control class is 80 and the lowest is 30. the mean of the data is 57,7. the result of post test the researcher conducts the post-test to know the achievement of the students’ vocabulary after giving the treatments. the post test is given to the 58 students, where the 29 students are experimental class and the 29 students are included as the control class. the test consists of 25 items in multiple choices which are done by all of the students in both classes. the time to answer the post test was about 60 minutes. the result of post test in experimental class the researcher gives post-test for the experimental class which consists of 29 students in multiple choices which the total item is 25 items. the highest score is 86 and the lowest score is 40. then for the mean is 67,17 in experimental class. the result of post test in control class same as the experimental class, the researcher also gives the post test for the control class in multiple choices from which the total 25 items. the highest score of post test in control class is 80 and the lowest is 30. then for the mean is 56,61 in control class. after giving the test and getting the result of pre-test and post-test, the researcher uses the quantitative analysis to know the influence of using the suggestopedia method towards students’ vocabulary mastery in the eighth grade of smp n 06 metro. in this research, the researcher uses hypothesis to 102 | english franca, vol. 2, no. 2, 2018 analyze the result of pre-test and post-test. before doing the hypothesis test, the researcher measured the normality and homogeneity test. it is conducted to know the data on both of the class were normally distributed and has a variance or not. result of normality test the normality is employed to know whether the test come from the population, which have the normality distribution or not. in this research, the researcher uses non-parametric formula by using liliefors method to measure the data is coming from normal population or not. the data normality of the test accepted h0 if tcount <ttab for the significance level 5% (α=0.05) and also the significance level 1% (α=0.01). table 6. the result of normality distribution test test variable (x) lo ltab significance level conclusion 5% (α = 0,05) pre-test class exp. 0,048 0,161 normal class cont. 0,016 0,161 normal post-test class exp. 0,057 0,161 normal class cont 0,003 0,161 normal based on the table above, it is obtained that lo post test is lower than ltab in the significance level of 5% (α = 0,05). so, the hypothesis h0 is accepted. it means that both of the samples in this research come from the population which have normality distribution. for the complete data, can be seen in appendix 107, 114, 122 and 128. yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |103 result of homogeneity test after analyzing the normality of sample distribution, then the researcher analyzes the homogeneity of data. the data homogeneity of the test accepted h0 if fratio<ftable for the significance level 10% (α=0.05) and also the significance level 2% (α=0.01). table 7. the result of homogeneity test test fratio ftable conclusion significance level 10% (α = 0,05) 2% (α = 0,01) pre-test 1,15 1,56 1,87 homogenous post-test 1,27 1,56 1,87 homogenous source : the students’ result of homogeneity test from the table above, it is obtained that fratio of pre-test and posttest is lower than ftab in siginificance level of 10% (α = 0,05) and 2% (α = 0,01). so that, the hypothesis h0 is accepted, it means that both samples in this research come from the population which have the variance equality. for the complete data, it can be seen on appendix 116 and 130. the result of hypothesis test after giving the test and getting the result data of the test in this research, the researcher use quantitative analysis in order to prove the hypothesis that there is the significant influence of suggestopedia method towards students’ vocabulary mastery at the eighth grade of smp n 06 metro. the researcher uses ttest formula to analysis the result data of pre-test and post-test. before conducting the hypothesis test, the researcher proves that the result has normal and homogeneous data. 104 | english franca, vol. 2, no. 2, 2018 test criteria : accept ho if tratio ≤ ttable accept ha if tratio ≥ ttable ho = there is no difference capability of both classes of experiment and control class. ha = there is difference capability of both classes of experiment and control class for counting the hypothesis, the formula which is used is ttest: with= the calculation of pre-test (balancing test) table 8. the calculation hypothesis of pre-test experiment class n1= 29 x1 = 60,14 s 2 1 =14,14 control class n2 = 29 x2 =57,97 s 2 2 = 15,16 source : table data results of hypothesis pre test = 22929 15,16)-(291)14,14-(29   = 56 (28)15,16(28)14,14  21 21 11 nn s xx t g count        2 11 21 2 22 2 112    nn snsn s g     2 11 21 2 22 2 112    nn snsn s g yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |105 = 56 424,48395,92  = 56 820,4 g s = 14,65 29 1 29 1 65,14 92,5714,60    0689,065,14 22,2  845,3 22,2  = 0,975 on significance level (α) = 5%, gotten : )2).( 2 1 1( 21   nn daf tt  )56).(975,0(t 00,2 21 21 11 nn s xx t g hit    )2).( 2 1 1( 21   nn daf tt  106 | english franca, vol. 2, no. 2, 2018 on significance level (α) = 1%, gotten : )2).( 2 1 1( 21   nn daf tt  )56).(995,0(t 66,2 from the calculation above, tcount = 0,975 and ttab on significance level 5%=2,00 it is gotten < count t < tab t . so, ho is accepted and ha is rejected. it shows that both classes have the same capability in the beginning. the calculation of post-test (comparing test) table 9. the calculation hypothesis of post-test experiment class n1= 29 x1 = 67,17 s 2 1 = 12,81 control class n2 = 29 x2 =56,4 s 2 2 = 14,43 source: table data results of hypothesis post test = 22929 1)14,43-(291)12,81-(29   = 56 (30)14,43(29)12,81      2 11 21 2 22 2 112    nn snsn s g yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |107 = 56 404,04358,68  = 56 762,72 g s = 13,62 29 1 29 1 62,13 41,5617,67    0689,062,13 76,10  575,3 76,10  = 3,009 )2).( 2 1 1( 21   nn tab tt  on significance level (α) = 5%, gotten : )2).( 2 1 1( 21   nn daf tt  )56).(975,0(t =2,39 on significance level (α) = 1%, gotten : )2).( 2 1 1( 21   nn daf tt  21 21 11 nn s xx t g hit    108 | english franca, vol. 2, no. 2, 2018 )56).(995,0(t 66,2 hypothesis testing after analyzing the data, the researcher knows the average rates and variances of both groups, next is to prove the hypothesis; there is significant influence of suggestopedia method towards students’ vocabulary mastery at the eighth grade of smp n 06 metro the researcher tries to see the result of ttest. testing creation 1 ho is rejected if thit > ttable ttable = (1-α)(df) df = n1 + n2 (df) = 29+29-2 =56 by looking at g table it is found the value for α = 1% ttable t = (1-.0,01)(56) t = (0,99)(56) t = 2,39 based on the data analyzing above, it is found that tcount =3,009 and ttab = 2,39 so, ho is rejected and ha is accepted. it means that there is significant influence of using suggestopedia method towards students’ vocabulary mastery at the eighth grade of smp n 06 metro. table 10. the hypothesis test of post-test yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |109 class df average score s2 s tratio ttable conclusion x1 29 67,17 12,81 3,5 3,009 2,39 different x2 29 56,41 14,43 3,8 source : table data result of hypothesis of post test ho is rejected and ha is accepted. it means that, there is different result of using suggestopedia method towards students’ vocabulary mastery at eighth grade of smp n 06 metro academic year 2016/2017. it can be taken conclusion that there is significant influence of using suggestopedia method towards students’ vocabulary mastery in the eighth grade of smp n 06 metro academic year 2016/2017. findings and discussion in this research, the researcher uses vocabularies which are used in narrative text. these vocabularies are concerned on the verb, noun, adjective, to be and adverb which is used in narrative text. then, the average score of post-test for each class using suggestopedia method and conventional method is compared to find the differences of both scores. the result calculation shows that the score of post-test in experimental class is higher than control classified. it also can be seen from the pre-test score which is compared with the post-test score. h0 is accepted and ha is rejected, which has the meaning that there is no difference capability or can be said that their capability before giving treatments are balanced at the eighth grade of smp n 06 metro in academic year 2016/2017. afterwards, from the calculation of post-test, it is shown that tratio is higher than ttable on significant level 5% is 3,009. so, tratio > ttable (3,09>2,39). it proves that h0 is rejected and ha is accepted. it can be said that there is a different result between pre-test and post-test score in experimental class and control class. moreover, the changing of students’ post-test score is higher than their pre-test 110 | english franca, vol. 2, no. 2, 2018 value, especially in experimental class which used suggestopedia method as the learning media. it means that, suggestopedia method is more effective than conventional method to increase students’ vocabulary mastery in daily vocabularies. the result of calculation indicates that the students’ post-test result of experimental class is better than control class. it is seen when students’ post-test score are compared to pre-test score. the result shows that there is significant difference between pre-test and post-test score (post-test > pre-test). considering the different result of the use of those methods in this research, the researcher agrees with some theoretical reviews which are declared by some experts about suggestopedia method in vocabulary learning process. first, the theory which showed that suggestopedia method has some advantages towards vocabulary learning is from lozanov (2015:33), who explains that like community language learning, suggestopedia is an innovative method that promises great effective language learning results. the method also draws the insights from yoga the soviet psychology lozanov took the idea that all students can be taught a given subject matter at the same level of skill. then ,the result shows that every student has an understanding and creative solution motivated to memorize the vocabulary which have been taught in the past and challenging to write as many as they remember. it is also supported by thresia (2015:38) who states that through suggestopedia students learn to trust the power of the mind, students also learn that deliberately induced states of relaxation can be valuable at times in the classroom. they can also benefit from the use of music to get students sit back and relax. when the students are successful in doing such self-activities, they will be more confident. those statements prove that in learning process by using suggestopedia method the students are more relaxed in accepting the materials they also can enjoy the learning process without tense condition. in conclusion, learning process for the students, which used suggestopedia method and conventional method is different. the researcher can state that by applying two methods could give the different result in mastering vocabulary. so, from the data of students’ yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |111 score on pre-test, treatment and post-test, it can be concluded that there is a significant influence of using suggestopedia method towards students’ vocabulary mastery at the eighth grade of smp n 06 metro in academic year 2016/2017. conclussion after the researcher finished the research and analyzed the data, the researcher there are conclude as follows; most of the students in seventh grade of smp n 06 metro in academic year 2016/2017 who are taught by suggestopedia method (experimental class) are able to and write many vocabularies as suitable as the method’s rules. it shows from the students’ score in vocabulary is in the middle position, they are able to answer the multiple choice test prepared by the researcher, the researcher found that the highest score is 80, the lowest is 40 and the average score is 62,17. based on the data frequency distribution of the result, it is obtained that from 29 students there are students getting a score between 40-49 is 4 students, 2 students getting 50-59, 9 students getting 60-69, 8 students there are students getting a score between 70-79, and 6 students got 80-89. the students of the experimental class who were taught by using suggestopedia method shows that they are able to increase their capability in mastering english vocabulary mastery especially of the narrative text. it can be seen that after getting data from the result of vocabulary mastery test, the researcher found that the highest score is 86, the lowest is 40 and the average score is 67,17. based on the data frequency distribution of the result, it is obtain that from 29 students there are students getting a score between 40-49 is 4 students, 2 students getting 50-59, 9 students getting 60-69, 8 students there are students getting score between 70-79, and 6 students got 80-89. 112 | english franca, vol. 2, no. 2, 2018 based on the calculation, it is described that the hypothesis of ha are accepted and ho is rejected. the differences of both learning processes are suggestopedia method can stimulate the students in learning process at the students’ vocabularies. it can support students to remember again their vocabularies in the learning process in the past. then, the conventional method in learning process just gives a little contribution in achieving the goal of learning. the result shows that ha is higher than ho, finally the researcher concludes that there is significant and positive influence of using suggestopedia method towards students’ vocabulary mastery at the eighth grade of smp n 06 metro academic year 2016/2017. refferences anyaran, s. 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(2014, august thursday). effect of teaching english by using picture to the students' vocabulary mastery at fifth grade in sdn gayam ii kediri academic year 2012/2013. pp. http://anysty77.blogspot.co.id/2014/08/normal-0-false-false-false-inx-none-x.html. 114 | english franca, vol. 2, no. 2, 2018 widyawati, y. (2010). the use of dora the explorer cartoon movie to improve vocabulary mastery . salatiga: stain salatiga. yusro, a. (2010). the influence of the vocabulary mastery toward thye ability in writing the paragraph among the eight grade students of states junior high school 4 of metro. metro: stain of jurai siwo metro . zhang , h. s., & song, w. ((2009)). a study of chinese learners' behaviors in self-regulated call environments. . proceedings of the 2nd ieee international conference on computer science and information technology (.vol. 5. piscataway,: n w. li & j. zhou (eds.), pp. 4-8), . nj: ieee press. english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.3915 improving students’ english pronunciation competence by using shadowing technique henny septia utami institut agama islam negeri (iain) curup hennyseptiautami@iaincurup.ac.id ruly morganna institut agama islam negeri (iain) curup rulymorganna@gmail.com abstract this study used classroom action research at smpn 1 curup timur in bengkulu, using the shadowing technique to assist students in resolving their english pronunciation issues. as participants, 25 ninth-grade students were involved. the shadowing technique was carried out in two cycles, with each cycle consisting of three meetings. two meetings were scheduled for the shadowing learning processes, with the third serving as a post-test. observations and tests were used to collect data. the data were analyzed both qualitatively and quantitatively. this study uncovered two sets of data. first, for each meeting in each cycle, the process of learning english pronunciation using shadowing techniques included ten stages that included listening, listening while marking, mumbling, parallel reading, comprehending meanings, shadowing prosody sounds, recording, listening, and making comparisons, reviewing, and reflecting. second, the shadowing technique was effective in improving students' english pronunciation skills. in cycle one, this technique was capable of improving english pronunciation indicators such as phonemes, sound combinations, and sound linkage. following that, in cycle two, this technique could improve four other indicators: allophones, stress, rhythm and pitch, and intonation. keywords: english pronunciation, speaking skill, shadowing technique introduction pronunciation is important in english communication because it contributes to the extent to which a spoken message can be understood by an interlocutor (evers & chen, 2020). jeong et al. (2018) stated that attaining the level of intelligibility is an ideal yardstick for non-native english students in learning english pronunciation. the term "intelligible english pronunciation" refers to the ability of a listener to mailto:hennyseptiautami@iaincurup.ac.id mailto:rulymorganna@gmail.com 128 | english franca, vol. 6, no. 1, 2022 perceive a speaker's speech sounds and understand the messages represented by those speech sounds (blake et al., 2019). as a result, non-native english students must learn and practice producing proper and intelligible english speech sounds to improve their english speaking skills. beginning in the seventh grade and continuing through the twelfth grade, english is taught in an integrated manner in indonesia. english pronunciation is taught in tandem with english speaking ability in this manner. because the phonemic constructions of the indonesian language differ from those of english, english pronunciation is a difficult skill for indonesian students to master. furthermore, english pronunciation contains many complex details, making it difficult for indonesian students to adequately acquire the indicators of english pronunciation. segmental and suprasegmental sounds are used in english pronunciation (chen & han, 2018). vowel sounds, consonant sounds, and sound combinations are all covered by segmental sounds. vowel sounds include monophthongs, diphthongs, and triphthongs; consonant sounds include voiced and voiceless sounds; and sound combinations include the presence of proximate positions between two vowel sounds or two consonant sounds (sewell, 2016). stress, rhythm, pitch, and intonation are thus examples of suprasegmental sounds (szyszka, 2016). the aforementioned components of english pronunciation must be learned and practiced by indonesian students so that they understand the complexities of english phonemes and are capable of correctly articulating those phonemes when communicating in english. our interest in bringing english pronunciation issues in the context of indonesian students into a study stem from the complexity of english pronunciation. we conducted a preliminary study at smp n 1 curup timur in bengkulu to identify students' difficulties with english pronunciation. after observing each grade at that school, we discovered that english speaking skill is taught more dominantly in the ninth grade than in the other grades, and the students appeared to have many problems with english pronunciation when engaged in english speaking practices. the english teacher appeared to be frustrated by the students' english pronunciation issues. according to observations, the majority of students struggle with english vowel sounds, consonant sounds, allophones, sound combinations, stress, rhythm and pitch, and intonation. the problems with english pronunciation depicted above must be resolved. one effective way to solve such problems is to engage students in english pronunciation practices. the shadowing technique is one of henny septia utami: improving students’ english pronunciation competence by using shadowing technique-129 the most effective methods for teaching english pronunciation (oord et al., 2022). casillas (2020) defined shadowing as a listening activity in which students track spoken utterances that they listen to and repeat those utterances as precisely as possible. the shadowing technique, according to thi huyen et al. (2020), activates students' memory and quick response to english utterances as language input. in this regard, the shadowing technique can be a good alternative technique for assisting students in improving their proficiency with all english pronunciation indicators. latest studies on the shadowing technique seem to have been conducted by the application of experimental designs which by nature only examine the working hypotheses without the necessity to make further revisions to provide further related interventions for the ultimate betterment of students’ english pronunciation (e.g. christa et al. (2020); leonisa (2020); maini and rachmanita (2020); and salim et al. (2020)). however, after reviewing prior studies on shadowing techniques, there is a dearth of research making use of shadowing techniques as the main orientation of classroom action research. in this study, we make an effort to fulfill this void by taking the shadowing technique as the main technique applied in the classroom action research. given the problems depicted above, as well as the sophistication of the shadowing technique as a good technique to help students improve their english pronunciation, this study is conducted to bring the shadowing technique to teach ninth-grade students at smpn 1 curup timur, bengkulu, for them to solve their english pronunciation problems. this study benefits several parties, including students and english teachers. this study has the potential to motivate students to improve their english pronunciation. this study could be one of the resources for english teachers offering an applicable technique (shadowing technique) for teaching english pronunciation. the following research questions guide this study. first, how is the implementation of shadowing technique in implementing students’ english pronunciation? second, how effective is the shadowing technique in improving students' english pronunciation? theoritical framework pronunciation pronunciation exists as a subset of the larger field of phonetics research. pronunciation is defined as the act of producing a language's sounds (mcleod et al., 2021; younes & mueller gathercole, 2020). furthermore, seong et al. (2020) defined pronunciation as the study of 130 | english franca, vol. 6, no. 1, 2022 the physical aspects of speech that are directly related to both speech production and speech perception. this definition is derived from the fact that the role of pronunciation in the actual act of communication includes not only the production of language sounds but also their perception or reception. by the preceding definition, pronunciation refers to the act of producing and receiving a language's sounds, which include both segmental and suprasegmental sounds (noviyenty, 2017; oladipupo & akinola, 2022). furthermore, xue and dunham (2021), using the same concept, stated that pronunciation is both the way speech is produced, along with all of its phonological features, and the way it is perceived and interpreted. this definition is supported by sewell (2016) and szyszka (2016), who defined pronunciation as the process of uttering or articulating both segmental and suprasegmental features of a language, as well as how to perceive and interpret them. the act of producing, receiving, and perceiving the sounds of the english language, which are an interrelated combination of segmental and suprasegmental sounds, can be constructed from the various definitions of pronunciation as mentioned above. in this context, segmental sounds refer to all types and modifications of english phonemes such as vowels, diphthongs, triphthongs, consonants, cluster sounds, and so on. following that, the suprasegmental ones indicate the broader aspects that go beyond the english phonemes, such as stress and intonation, as well as their variations and modifications. components of english pronunciation some experts have classified the components of english pronunciation. according to kortmann (2020), the components of pronunciation include individual speech sounds such as monophthongs, diphthongs, triphthongs, semi-vowels, and consonant sounds; syllable and word sounds such as stress and pitch; and sentence sounds such as stress and intonation. furthermore, duranti et al. (2015) stated that pronunciation is made up of several components such as single sounds (phonemes), sound combinations, sound linkage, word stress, rhythm, weak form, sentence stress, and intonation. furthermore, saito and saito (2016) defined pronunciation as a language element that includes the sound of the language or phonology, stress, rhythm, and intonation. cruttenden (2014) proposed that what should be taught in pronunciation is primarily concerned with phonemes such as vowel and consonant sounds, allophonic variation, combinatory phonetic rules, stress, rhythm, and intonation. according to henny septia utami: improving students’ english pronunciation competence by using shadowing technique-131 yeldham and choy (2021), vowels, consonants, word stress, sentence stress, and intonation are all important aspects of pronunciation. according to chu and xuan (2020), pronunciation features include consonants, consonant clusters, vowels, weak form, strong form, rhythm, and stress. the following ideas about the components of english pronunciation can be summarized. the first type of sound is phonemes, which include monophthongs, diphthongs, triphthongs, and semi-vowel, consonant, and consonant cluster sounds. the second category is allophones. the third is sound combinations that include both weak and strong forms. the fourth is sound linkage. the fifth type covers syllable, word, and sentence stress. the sixth element is rhythm and pitch. subsequently, intonation is the seventh. teaching english pronunciation the teaching of english pronunciation has evolved into a variety of techniques. the first technique is phonetic transcription. phonetic symbols are used in phonetic transcription. each symbol represents a single sound, which is distinct from a letter of the alphabet. the second technique is referred to as auditory reinforcement. according to lasagabaster and doiz (2016), teachers commonly assume that perceptual and productive language skills such as listening and speaking are taught through the same medium, namely speaking and listening. as a result, despite the current trend toward communicative language teaching, many of them continue to use the traditional listen-and-repeat approach. this is frequently production-oriented, intending to improve students' spoken english. the third technique is to use visual reinforcement. to teach english pronunciation, visual reinforcement employs word charts and color rods. the fourth technique is tactile reinforcement. this technique is referred to as visual reinforcement by yamaguchi and atkeson (2019). placing fingers on the throat to feel the vibration of the vocal cords is one form of this reinforcement, and it may be useful when teaching the distinction between voiced and voiceless consonants. the fifth technique is drama voice. the emphasis of this technique has generally been on sound and stress accuracy at the word level. the sixth technique is audio feedback. this technique involves students listening to a recorded native speaker discourse and then responding with their version. the seventh technique is by making use of multimedia sources. following the audio medium, one of the major developments in the field of linguistics has been the use of video recorders and software. these are superior to audiotapes in that they provide visual support, which is just as important in pronunciation 132 | english franca, vol. 6, no. 1, 2022 instruction as auditory support. the eighth technique is shadowing. the shadowing technique is a listening act or task in which the learner tracks the heard speech and repeats it as precisely as possible while attentively listening to the incoming information. to fit into this research, thi huyen et al. (2020) delineated a working memory model that clearly illustrates the mechanism of retaining memory and recognizing sounds. among the various techniques and methods for teaching english pronunciation, the shadowing technique is thought to be the most unique and promising in terms of its ability to improve students' english pronunciation competence. shadowing technique the shadowing technique was originally developed in europe as a training technique for simultaneous interpreting and has piqued the interest of language educators in improving learners' listening and speaking skills, as 'shadowing' necessitates proficiency in both listening and speaking (he et al., 2021). it was first used on a large scale in japan in the 1970s. it took twenty years for it to be pedagogically implemented in the field of language education, and it has recently piqued the interest of second/foreign language educators. it is also embedded in the information-processing model, which views second language learning as two performance behaviors: controlled process or automatic process, which formed the theoretical basis for the 'shadowing' technique. he described the processes as follows: the speakers begin slowly and haltingly, sometimes with a great deal of conscious awareness, and then, over time, learners will be able to automatize the entire process and execute the relevant programs and routines quickly and without reflection. when we try to remember a phone number in everyday life, we repeat it in our heads or say it quietly. it is referred to as 'subvocalization' and is noticed in the information processing model (thi huyen et al., 2020), which is favored by cognitive psychologists. casillas (2020) defined 'shadowing' as a listening act or task in which the learner tracks the heard speech and repeats it as precisely as possible while attentively listening to the incoming information. thi huyen et al. (2020) elaborated on a working memory model that demonstrates the mechanism of memory retention and sound recognition. according to this model, 'shadowing' is a high cognitive action as opposed to a purely automatic memory action or parroting. procedures of shadowing technique henny septia utami: improving students’ english pronunciation competence by using shadowing technique-133 according to hayakawa as cited in sugiarto et al. (2020), there are 10 steps in the application of the shadowing technique as displayed in the following table 1. table 1. the procedure of shadowing technique step procedure 1 listening and understanding the given audio 2 viewing the script of the audio and marking the pronunciation aspects while listening 3 trying to shadow the audio at a low volume while listening 4 viewing the script of the audio and learning parts that are not understood yet 5 searching for the meanings of difficult words or phrases in dictionaries 6 trying to shadow the audio using all aspects of pronunciation as similarly as possible to the audio without bringing students' accents 7 shadowing smoothly and understanding the contents of the audio well 8 recording the process of shadowing 9 listening to the recording and checking the error parts 10 reviewing the error parts and making improvements research methodhology this classroom action research was conducted at smpn 1 curup timur, bengkulu. this study involved 25 ninth-grade students as the participants. this study was conducted on an english subject. this study was conducted from october 2021 to november 2021. the classroom action research model of this study contained planning, implementation, observation, and reflection. in respect of planning, this study was undertaken based on the main problem faced by students concerning english pronunciation, and this study utilized the shadowing technique as a treatment for students. as the foregoing, we made a plan about what to prepare and what to be applied to solve students' problems related to english pronunciation. the plan was structured according to some steps. first, we compiled several references to both teaching materials and literature related to the shadowing technique to know the proper implementation of this technique. second, we set a schedule for teaching and learning. third, we created instruments in the form of tests, field notes, questionnaires, and interview guides. fourth, we 134 | english franca, vol. 6, no. 1, 2022 adjusted the material taken from the syllabus and created lesson plans from these materials. fifth, we created an assessment rubric to assess students' english pronunciation skills. the next step was implementation. it was worth noting that the implementation of the shadowing technique was undertaken online under the school's regulation leading to online learning during the covid-19 outbreak. based on the plan, we subsequently carried out the process of teaching english pronunciation to the participants by applying the shadowing technique. the shadowing technique was implemented in two cycles. each cycle contained three meetings. two meetings were for shadowing practices, and one meeting was for posttest. after cycle one, a reflection was made and information from the reflection was used to plan cycle two. about observations, the essence of observation in this sense was not only applying an observation technique to describe the process of learning but also completely including making observations and giving tests (post-test) to get information for further reflection so that the next cycle could be designed more effectively. the last stage was reflection. at this stage, we analyzed the results of the observations. reflection was made for planning effective and efficient learning processes in the next cycle. the technique of collecting data this study used two instruments as data collection tools. the first instrument was the observation sheet. the observation sheet was held by the english teacher at smp 1 curup timur because he was a fellow researcher who helped us observe the teaching and learning process using the shadowing technique. meanwhile, the shadowing technique was taught by us, the researchers themselves, one at a time. the next instrument was a test. the test was given as a post-test at the final meeting of each cycle. we developed a test based on the principles of developing an english pronunciation test. furthermore, we made an english pronunciation rubric which was constructed from various theories. the technique of data analysis the data in this study had two types. the first data referred to qualitative data obtained from observations of the learning process of english pronunciation using the shadowing technique. the second data referred to quantitative data obtained from the post-test given to students at the final meeting in each cycle. qualitative data were analyzed using the interactive model as proposed by miles et al. (2014) henny septia utami: improving students’ english pronunciation competence by using shadowing technique-135 in which the elements of analysis included data collection, data reduction, data display, and conclusion. furthermore, the quantitative data were analyzed using descriptive statistical principles to find the means of english pronunciation test results. results and discussion results (the implementation of cycle one) planning of cycle one based on the problems discovered in the preliminary study, we and the english teacher planned the actions taken in cycle one. according to the preliminary findings, students required alternative methods to improve their english pronunciation. we decided to use a shadowing technique to assist students with their pronunciation issues. we and the english teacher collaborated to create lesson plans for one cycle. the first cycle included three meetings. two meetings were scheduled to distribute materials and engage students in shadowing technique practice. the other meeting was to administer a post-test to the students. the syllabus, textbooks, and the internet were used as sources to create the teaching materials. in the first cycle, the shadowing technique was used to teach english for two meetings with the same steps of learning activities. the reason for splitting it into two meetings was that the skill taught was english pronunciation, which required students to practice. each meeting consisted of three phases: an opening activity in which we checked students' attendance and explained the materials as well as any practical ways students were about to participate, the main activity in which students were led to do shadowing based on the materials and guidance we provided, and a closing activity in which we and students established interactive discussion in the form of questions and answers, and the recitation of the materials. we provided the mp3 audio as well as the script, which included english conversations, in the main activity. the english conversations included phrases like "congratulations," "i hope so," "good luck," "thank you," and "you're welcome." following that, each student was asked to perform ten stages of the shadowing technique. because the learning process was carried out online at the students' respective homes, we asked students to record a video of their shadowing activities, which were then uploaded to the prepared google drive for further review. the first of the ten stages was listening. students listened to the mp3 audio at this point. stage 2 involved listening and marking. students read the audio script and marked syllables associated with stressed and 136 | english franca, vol. 6, no. 1, 2022 unstressed sounds or other pronunciation elements at this stage. the third stage was mumbling. at this point, students uttered the scripted conversations in hushed tones while listening to the mp3 audio. parallel reading was the fourth stage. at this point, students viewed the script while listening to the audio, paying close attention to the points or parts that they had not yet grasped. the fifth stage was to comprehend meanings. at this point, if students come across difficult words or phrases, they would look up the meanings and pronunciations in dictionaries. if there were several questions, the students would write them down and then discuss and answer them with their peers or with us at the end. the sixth stage was to cast shadows over the prosody sounds. students practiced shadowing the audio at this stage by focusing on tones, rhythms, stresses, intonations, and all aspects of pronunciation without looking at the script. they did it again and again. they should be careful not to pronounce the conversations using their accents, but they should try to imitate the ideal accents as heard in the audio. the seventh stage was content shadowing. the goal at this point was to shadow smoothly while attempting to understand the content and meanings. the eighth stage was a recording session. at this point, students used their cellphones to record their shadowing practices. the ninth stage was to listen and compare. students listened to their shadowing and compared it to the original audio and script at this point. the tenth stage was to review and reflect. at this point, we went over and reflected on what the students had done using the zoom application. after two meetings of practicing the shadowing technique, students were given a post-test at the third meeting. the post-test was administered by providing students with a conversation script that included the expressions of “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. following that, students were asked to read the conversation using proper english pronunciation. students were instructed to record audios of themselves reading the conversation script. the audios were then uploaded to a google drive folder where we could access and review them. observations of cycle one during the teaching and learning processes, observations were made. there were two methods used: observation and post-testing. the purpose of this phase was to observe the implementation to overcome the students' poor english pronunciation ability. the observation was centered on the teaching and learning processes in the classroom. the implementation of the shadowing technique in the classroom henny septia utami: improving students’ english pronunciation competence by using shadowing technique-137 theoretically relied on the grand theory of the communicative language teaching method (leonisa, 2020). therefore the syntax of the shadowing technique was central to three main elements, namely interactions, tasks, and learner-centered activities (cheng, 2015). as the foregoing, first, interactions mean that the learning process should engage students in the efforts of identifying and understanding the learning input. second, tasks represent authentic language use. in terms of the shadowing technique, tasks mean engaging students in dealing with authentic native english-speaking audios. third, learner-centered activities mean that the learning activities should pave the way for learners to practice much and gain the acquisition of the targeted skills and knowledge. according to observations, the learning process at the first meeting of the first cycle went well. the learning took place entirely online. we demonstrated the ten stages of the shadowing technique to the students. following that, we instructed students to practice shadowing the mp3 audio that we had shared. we also provided a script for the audio conversations. the conversations contained materials such as “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. the online class was attended by all students at the first meeting. all indicators of english pronunciation were also observed to determine which ones students had mastered and which ones they had not yet mastered. phonemes (single sounds composed of vowels and consonants), allophones (the same phoneme but with a different pronunciation depending on the surrounding phonemes), combinations of sounds (a combined sound of two or more phonemes but representing one syllable), linkage of sounds (a unified sound which is usually an encounter between consonant sounds and vowels), stress (sounds with syllable stresses), rhythm, and pitch. at the first meeting, the identification of the seven indicators of english pronunciation revealed that students still struggled with allophones, sound linkage, stress, rhythm and pitch, and intonation. this meant that students could only pronounce the phoneme and sound combination indicators at the first meeting for the materials concerning “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. at the second meeting, using the same learning materials and procedures, it was discovered that the students' english pronunciation had improved in terms of the indicator of sound linkage, in which students were able to connect the final phoneme of a word with the initial phoneme of the next word. students, for example, were able to connect the phoneme (s) at the end of the word (congratulations) with 138 | english franca, vol. 6, no. 1, 2022 the phoneme (o) at the beginning of the word (congratulations) in an expression (congratulations on your good grade) (on). as a result, students were able to combine (congratulations on) with continuous pronunciation because americans do not separate the pronunciation of (congratulations) from the pronunciation of (congratulations) (on). however, students continued to struggle with the indicators of allophones, stress, rhythm and pitch, and intonation in this second meeting. these four indicators became the areas of learning that should be prioritized in the second cycle. the third meeting was concluded by administering a post-test to the students. the post-test results confirmed the second meeting's observation that students had mastered the pronunciation indicators of phonemes, combinations of sounds, and sound linkage. however, students continued to struggle with allophones, stress, rhythm and pitch, and intonation. the results of the post-test in cycle one are shown in table 2. table 2. post-test results in cycle one no. scoring aspects scores 1 the highest score 86 2 the lowest score 61 3 the mean score 72 table 2 is completed with the detailed scores per indicator of english pronunciation as presented in the following table 3: table 3. post-test scores per indicator in cycle one no indicators average scores the minimum standard 1 phonemes 80 70 2 allophones 68 70 3 combinations of sounds 78 70 4 linkage of sounds 77 70 5 stress 65 70 6 rhythm and pitch 68 70 7 intonation 68 70 the mean of post-test scores 72 70 henny septia utami: improving students’ english pronunciation competence by using shadowing technique-139 reflection of cycle one analyzing post-test results served as a means of reflection. according to the post-test results, students met the minimum standard (70) on the indicators of phonemes (80), combinations of sounds (78), and sound linkage (77). meanwhile, students continued to struggle with some indicators because they had not met the minimum standard (70) for allophones (68), stress (65), rhythm and pitch (68), and intonation (68). these findings became the reflective materials for the second cycle, which was aimed at improving four indicators of english pronunciation: allophones, stress, rhythm and pitch, and intonation. cycle two planning of cycle two based on the reflection on the learning results in cycle one, we and the english teacher planned the implementation of learning in cycle two. based on their reflections, students continued to struggle with four indicators of english pronunciation: allophones, stress, rhythm and pitch, and intonation. we decided to use a shadowing technique that was more focused on the four indicators in this second cycle. the materials studied were the same as in the first cycle, namely speaking material that included utterances such as “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. the material was speaking material, but the learning orientation in this study was only focused on the aspects of pronunciation. cycle two's lesson plan was created by us and the english teacher. this second cycle was made up of three meetings. two meetings were held to deliver materials and shadowing practices, and a third meeting was held to administer a post-test to students. if the teaching material in the first cycle was in the form of mp3 audio and the conversational script, the teaching material in the second cycle was in the form of video and the conversational script containing expressions such as “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. implementation the second cycle's implementation of shadowing technique learning was similar to the first cycle's, in which we led students through the 10 steps of shadowing technique practice. the source of material in the second cycle, on the other hand, was video and the conversational script. the ten steps were followed for two meetings. we emphasized in this second cycle that students had to repeat shadowing for four indicators twice as many times as usual. allophones, stress, 140 | english franca, vol. 6, no. 1, 2022 rhythm and pitch, and intonation were among the indicators covered. after the first two meetings, the third meeting was to administer a posttest to the students. the post-test was administered by providing students with a conversational script containing the expressions of “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. following that, students were instructed to read the conversation aloud in an appropriate english pronunciation style. students were asked to record themselves reading the conversational script. the audio was then uploaded to a google drive folder where we could access and review it. observations of cycle two observations were made during the learning process in cycle two. there were two methods used: observation and post-testing. this face aimed to observe learning implementation and overcome students' low ability in english pronunciation, particularly on allophones, stress, rhythm and pitch, and intonation indicators. according to observations, the learning process at cycle two's first meeting went well. the training was completed entirely online. during this first meeting, we went over the ten stages of the shadowing technique with the students once more. in addition, we asked students to practice shadowing the video that was shown to them. the video's conversational script was also provided by us. the material in the video conversation related to “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. the online class was attended by all students at the first meeting. observations were made on four indicators based on the findings of cycle one reflection. allophones, stress, rhythm and pitch, and intonation were among the four factors considered. at the first meeting, it was discovered that students had mastered three of the four indicators of english pronunciation, namely allophones, stress, and rhythm and pitch. the students also appeared to have mastered the three previous indicators, namely phonemes, sound combinations, and sound linkage. this means that there was only one indicator of english pronunciation with which students struggled in the first meeting, namely the indicator of intonation for the materials concerning expressions of “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. at the second meeting of cycle two, using the same learning materials and procedures, it was discovered that students had improved in terms of intonation. students, for example, were able to distinguish between interrogative and affirmative sentences in terms of english henny septia utami: improving students’ english pronunciation competence by using shadowing technique-141 intonation. based on the results of their shadowing exercises, students appeared to have sufficiently mastered various intonations in english. as a result, by the second meeting of this second cycle, students had mastered all indicators of english pronunciation for expressions such as “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. in general, it could be seen that the shadowing technique was effective and capable of improving students' abilities to correctly pronounce english utterances. the third meeting in cycle two was held by administering a posttest to the students. the post-test results confirmed the findings of the first and second meetings of the second cycle, in which students had mastered all indicators of english pronunciation, namely phonemes, allophones, sound combinations, sound linkage, stress, rhythm, pitch, and intonation. the post-test results for cycle two are shown in table 4. table 4. post-test results in cycle two no. scoring aspects scores 1 the highest score 88 2 the lowest score 70 3 the mean score 76 table 4 above is completed with the detailed scores per indicator of english pronunciation as displayed in table 5 below: table 5. post-test scores per indicator in cycle two no indicators average of scores the minimum standard 1 phonemes 77 70 2 allophones 75 70 3 combinations of sounds 78 70 4 linkage of sounds 77 70 5 stress 75 70 6 rhythm and pitch 75 70 7 intonation 75 70 the mean score of post-test results 76 70 142 | english franca, vol. 6, no. 1, 2022 reflection in cycle two, reflection was carried out by observing the students' post-test results. according to the post-test results, the students met the minimum standard (70) on all pronunciation indicators, including phonemes with an average score of 77, allophones with an average score of 75, sound combinations with an average score of 78, sound linkage with an average score of 77, stress with an average score of 75, rhythm and pitch with an average score of 75, and intonation with an average score of 75. the average of all scores was 76, which was higher than the required minimum of 70. as a result, it was possible to conclude that the shadowing technique was effective and had succeeded in improving the english pronunciation competence of students at smp 1 curup timur on the material concerning “congratulations, i hope so, i wish. best wishes, thank you, and you're welcome”. discussion in this study, the shadowing technique was used in three meetings during cycle one. the first and second meetings were shadowing activities based on expressions of “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. the material was used in the first cycle in the form of mp3 audio and a conversational script. the third meeting of cycle one was to administer a post-test for reflective resources to students so that the second cycle could be better planned. based on the post-test results from cycle one, the students were able to achieve three indicators of english pronunciation: phonemes, sound combinations, and sound linkage. the post-test average scores of the students for the three indicators had already exceeded the minimum standard (70). the students' mean scores on the three indicators were 80 for phonemes, 78 for sound combinations, and 77 for sound linkage. students benefited from the simulation process of using the shadowing technique in cycle one, including an improvement in their listening, understanding, and speaking skills. according to nashta and rahimy (2018), shadowing techniques allow students to practice various skills such as listening, analyzing, and processing speech. in this context, improving listening skills also refers to efforts to improve awareness and phonemic perception in the context of pronunciation. the shadowing technique gives students a lot of listening practice. more importantly, it allows them to focus on what they are hearing. as a result, their comprehension of what they are hearing improves. according to hamada (2014), the shadowing technique was effective for improving listening comprehension. hamada (2016) further asserted henny septia utami: improving students’ english pronunciation competence by using shadowing technique-143 that, when compared to dictation, shadowing techniques improve students' listening skills. the shadowing technique can be a useful exercise for students to improve their public speaking skills. sugiarto et al. (2020), for example, claimed that the shadowing technique allows students to succeed in their english practice. as a result, students can effectively communicate, express their opinions, and convey messages. julian (2012), in particular, emphasized that shadowing is a very effective technique for improving students' speaking skills. according to the first cycle's observations, there were flaws in the application of the shadowing technique. this flaw pertained to the conditions of online learning. because the distance between students and us was quite far, and they were only connected by the zoom application, it was difficult for us to provide immediate assistance to students who were having trouble shadowing. on the one hand, some students experienced internet network issues, causing them to take longer to download the mp3 audio material and the script. this barrier could be overcome if the shadowing technique was learned offline. unfortunately, due to the covid-19 pandemic, the learning shadowing technique could be done offline during the conduction of this study. in cycle two, the shadowing technique was able to help students improve the four aspects of english pronunciation that had previously become students' problems in the previous cycle, which was carried out using a resource in the form of video and the conversational script. cycle two also required three meetings. the first and second meetings were shadowing activities based on expressions of “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. following that, the third meeting of cycle two was to provide a post-test. the four improved indicators were allophones, stress, rhythm and pitch, and intonation. it was also discovered that students were still capable of maintaining their english pronunciation competence on the three indicators they had already mastered in the first cycle, namely phonemes, sound combinations, and sound linkage. overall, the cycle two post-test results revealed that the average scores of all students' english pronunciation indicators met a minimum standard of 70. the average score for each english pronunciation indicator was as follows: phonemes with a mean of 77, allophones with a mean of 75, sound combinations with a mean of 78, sound linkage with a mean of 77, stress with a mean of 75, rhythm and pitch with a mean of 75, and intonation with a mean of 75. the overall average was 76, which was higher than the minimum of 70. thus, the simulation results from cycle two demonstrated that the 144 | english franca, vol. 6, no. 1, 2022 shadowing technique was effective in improving students' english pronunciation competence. there are several benefits or advantages that students gain from the simulation process of using the shadowing technique in cycle two, including increased fluency in english pronunciation, increased prosody and concentration, and increased working memory because students are accustomed to shadowing english utterances from native speakers, managing mental lexicon, and increased self-confidence in english pronunciation. students appear to speak more fluently when using the shadowing technique to improve their english pronunciation. shadowing techniques can help students improve their oral fluency. doubts, for example, can be eliminated by extensive shadowing practice, and pronunciation can be improved because shadowing trains students to produce appropriate variations of english phonemes. in other words, students are taught to use shadowing techniques to automatically correct their pronunciation. in exercises utilizing the shadowing technique, students attempt to pay attention to the input from the video by copying several important aspects related to pronunciation. this condition teaches students to imitate the speaker's speed, rhythm, pressure, intonation patterns, and other characteristics in the video. students direct their attention to speech because shadowing requires intense concentration. furthermore, hamada (2014) stated that by using the shadowing technique, students improve their prosody, gain more concentration, and become accustomed to natural speed. furthermore, the shadowing technique strengthens students' memory concerning the improvement of working memory. the shadowing technique, in particular, stimulates the mental area responsible for producing language sounds and repeating the message. furthermore, according to hamada (2016), the process of repeating speech input and monitoring shadowing material involves many different areas of the brain. furthermore, he emphasized that by using the shadowing technique, students can automate their speech perception, increase their working memory capacity, and strengthen the practice process, allowing them to store phonological information in phonological circles for long periods. when it comes to managing mental lexicons, the shadowing technique teaches students how to manage various aspects such as speech imitation timing and vocabulary usage. according to sugiarto et al. (2020), the shadowing technique allows students to manage their mental lexicons, including vocabulary development and processing. overall, mental lexicons include vocabularies that a person may be familiar with and use to henny septia utami: improving students’ english pronunciation competence by using shadowing technique-145 understand language and perform various tasks. another advantage of the shadowing technique is that it increases students' confidence in pronouncing english words. however, a flaw in the shadowing technique was discovered in the second simulation. this relates to the difficult challenges of the shadowing process in cycle two because students are required to focus and shadow twice as much as usual, particularly on the four indicators of english pronunciation, namely allophones, stress, rhythm and pitch, and intonation. when compared to cycle one, this condition presents more challenges to students. this is consistent with nashta and rahimy (2018), who stated that the shadowing technique sounds difficult, and it is difficult for students who are required to use heavier materials. this weakness, however, can be overcome because the students' post-test results show that the shadowing technique improves all indicators of students' english pronunciation. conclusion this study employs the shadowing technique to assist students at smpn 1 curup timur in dealing with issues related to poor english pronunciation. the shadowing technique is chosen to be taught to them over a series of meetings divided into two cycles. each cycle consists of three meetings, two of which are used for the learning process using the shadowing technique and one meeting is used to administer a post-test. the material refers to expressions of “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. the shadowing technique is used in ten stages for each cycle meeting. in the first stage, students listen to and comprehend the provided audio (cycle 1) and video (cycle 2). in the second stage, students view the audio and video scripts and mark the pronunciation aspects while listening. at stage 3, students attempt to shadow the audio and video while listening at a low volume. in the fourth stage, students view the scripts for the audio and video, as well as the learning parts that they have not yet mastered. students in the fifth stage use dictionaries to look up the meanings of difficult words or phrases. in the sixth stage, students attempt to shadow the audio and video by pronouncing all aspects of the audio and video as similarly as possible by reducing students' accents. students at the seventh stage can shadow smoothly and understand the audio and video content well. in the eighth stage, students record their shadowing processes. in the ninth stage, students listen to the recording and check for errors. students review the erroneous parts and make improvements at the tenth stage. the shadowing technique is effective in improving students' english 146 | english franca, vol. 6, no. 1, 2022 pronunciation skills. in the first cycle, students improved their english pronunciation on the indicators of phoneme (80), sound combinations (78), and sound linkage (77). they are, however, unable to meet the minimum standard (70) for allophones (68), stress (65), rhythm and pitch (68), and intonation (68). after reflecting on the first cycle, students can pass the standard minimum (70) for each indicator of english pronunciation in the second cycle. students' mean scores for each english pronunciation indicator are as follows: phonemes with a mean of 77, allophones with a mean of 75, sound combinations with a mean of 78, sound linkage with a mean of 77, stress with a mean of 75, rhythm and pitch with a mean of 75, and intonation with a mean of 75. the overall average is 76, which is higher than the minimum of 70. as a result, it is possible to conclude that the shadowing technique is effective and has been successful in improving the english pronunciation competence of students at smpn 1 curup timur on the material concerning expressions of “congratulations, references blake, h. l., mcleod, s., & verdon, s. 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(2020). phonological interaction in spanish-english bilinguals: effects of cognate usage on voice onset time of voiced stops. international journal of bilingual education and bilingualism. https://doi.org/10.1080/13670050.2020.1715914 150 | english franca, vol. 6, no. 1, 2022 empty page english franca : academic journal of english language and education vol. 2, no. 1, 2018, stain curup p-issn 2580-3670, e-issn 2580-3689 strategies in learning and techniques in teaching english speaking leffi noviyenty institut agama islam negeri (iain) curup iffel_me@yahoo.co.id abstract learning how to speak english fluently and accurately is always a grand task for foreign students. strategies in learning to speak as one of important factors of speaking skill should be considered not only by foreign students but also the teachers. students’ strategies in learning to speak english should be in balance with teachers’ techniques in teaching students to speak english. both affect the improvement of students’ ability in speaking english. this research is descriptive which tries to describe and elaborate the students of sman 1 curup’s strategies in learning to speak english and their english techniques in teaching them to speak. there were 47 third year students selected as the sample from 8 classes and 7 english teachers. the instruments used in this study were questionnaire which were given both to the students and teachers with different items and also interview guidance. the findings showed that the strategies used by sman 1 curup’s students in learning to speak english were classified into metacognitive strategies, cognitive strategies, social strategies, and affective strategies. the english teacher techniques in teaching student were roleplay, group presentation, group discussion, speech competition, dialogues, direct correction, speaking in group, debate competition, games, and listening song. keyword : students’ strategies, speaking, teachers’ techniques introdu ction learning how to speak english fluently and accurately is always a grand task for foreign english students. due the significance of interaction between the teacher and the students at senior high school, speaking competence can hardly be overvalued. lack of speaking competence prohibits the opportunities for students to interact with the teachers and peers in the classroom. furthermore, there are many factors that influence the successful of teaching and learning speaking, 36 | english franca, vol. 2, no. 1, 2018 such as students’ learning strategies and teachers’ techniques in teaching students to speak english. the primary function of spoken language is interactional, to establish and maintain social relation (brown and yule, 1983). however, an important function of spoken language is primarily transactional – to convey information. there is a three-dimension grid for speaking and oral interaction, one dimension relating to the interactional contexts, another relating to the different functions which can be performed in these contexts, and the third relating to the management of interaction and negotiation of meaning (nunan, 2000). nunan also suggests that the most interaction interactions can be placed on a continuum from relatively predictable to relatively unpredictable. predictability will depend on a range of factors such as language itself, context of situation, including the interlocutors and their relationships, the topic of conversation and soon. strategies in learning to speak english are one of the important factors to be recognized by students and it is also a part of speaking skill. these strategies should be developed in order to improve the students’ ability in speaking english. the students should be able to recognize their weaknesses and their strength in choosing the suitable strategies for themselves. each student is possible to have different strategy one to another. the strategies used by the students in learning to speak english will determine their ability in using english to communicate. students who use effective strategies which make them comfortable in using english to communicate will be able to solve many problems in speaking english. learning strategy is specific actions, behaviors, steps, or techniques such as seeking out conversation pattern, or giving oneself encouragement to tackle a difficulty language task used by the students to enhance their own learning (murcia, 2001) learning strategies are task specific tactics or techniques, observable or no observable that an individual uses to comprehend, store, retrieve and use information or to plan, regulate, or assess learning (hardley, 2001). the performance of this strategies could possibly be observed. another important factor which also influences the students’ ability in learning to speak english is teachers’ techniques in teaching students to speak english. a professional english teacher should consider appropriate strategies in teaching speaking. he must recognize his students’ strategies and help them to develop their strength in order leffi noviyenti: strategies in learning teaching english speaking |37 to improve his students’ oral production. it requires not only the ability to create a warm and humanistic classroom atmosphere, but also provides opportunities for his students to speak or take part in class interaction. sman 1 curup as one of the favorite state high school in curup town has a lot of active students in speaking english. it can be seen from many english contest that the school followed and they always in a top rank. for example, english speech contest, english debate, english quiz and many other english contests which influence oral skill of english. since speaking or ability to use english to communicate is a part of the purpose of teaching english and one component of communicative competence in competence-based curriculum, it is important to always develop the ways in learning and teaching speaking. based on this reason, it is interested to investigate the ways the students of sma 1 curup’s learning strategies to speak english and also the role of their teachers in helping them to speak english well. this study tries to elaborate and describe the students’ strategies in learning to speak english and their english teachers’ techniques in teaching them to speak english. research questions this study tries to elaborate and describe the students’ strategies in learning to speak english and their english teachers’ techniques in teaching them to speak english. the research questions are presented as follow: 1. what are the strategies used by students of sman 1 curup in learning to speak english fluently? 2. what are the techniques used by english teachers of sman 1 curup in teaching english speaking? purposes of the research the purposes of this research are to investigate: 1. the strategies used by the students of sman 1 curup in learning to speak english fluently. 2. the techniques used by english teachers of sman 1 curup in teaching english speaking. definition of key terms 38 | english franca, vol. 2, no. 1, 2018 in order to avoid misunderstanding, the researcher defines specific key terms aas follow: 1. speaking strategies are strategies used by the students in learning to speak english in the class and outclass, which are categorized into three kinds: metacognitive, cognitive and social/affective strategies. 2. teaching techniques are techniques used by english teachers in teaching their students to speak english during the process of teaching and learning in the classroom. speaking strategies and good language learner strategies it is important for students to recognize their own weaknesses and strength in learning, particularly learning a language. an ability to select and use suitable strategies in learning to speak english will help them build their ability to speak english easier and faster. o’ malley and chamot divides learning strategies into three types: metacognitive strategies, cognitive strategies and social/affective strategies (chammot, 1999). metacognitive strategies deal with mental operations used by learners in the self-management of their learning which cover planning, directed attention, selective attention, self-management, selfmonitoring, problem identification and self-evaluation. cognitive strategies involve the direct analysis and manipulation of language input which cover repetition, resourcing, deduction and inferencing. while social/affective strategies concern about interaction with other learners and management of the affective demands made by language learning, such as cooperation, questioning for clarification, self-talk. the successful of learning to speak english, especially for the learners who learn english s foreign language, is influenced by several factors. two of them are knowledge about strategies in learning to speak and the students’ ability to select the appropriate strategies for themselves. the successful in mastering these two aspects will bring the students to be good language learners. rubin and thomson (nunan, 1996) characterize the good language learner strategies as follow: 1. good learners find their own way 2. good learners organize information about the language 3. good learners are creative and experiment with the language leffi noviyenti: strategies in learning teaching english speaking |39 4. good learners make their own opportunities and find strategies for setting practice in using the language inside and outside the classroom 5. good learners learn to live with uncertainty and develop strategies for making sense of the target language without wanting to understand every word 6. good learners use mnemonics (rhymes, word association, etc) to recall what has been learned 7. good learners make error work 8. good learner use linguistic knowledge, including knowledge oft heir first language in mastering a second/foreign language 9. good learners let the context (extra linguis tic knowledge and knowledge of the world) help them in comprehension 10. good learners learn to make intelligent guesses 11. good learners learn chunks of language as a whole and formalized routines to help them perform beyond their competence 12. good learners learn production techniques (e.g. techniques for keeping a conversation going) 13. good learners learn different styles of speech and writing and learn to vary their language according to the formality of the situation. in addition, oxford in benson (benson, 2001) lists some strategies for language learners as follow: 1. social strategies a. asking questions:  asking for clarification or verification  asking for correction b. cooperating wit others:  cooperating with peers  cooperating with proficient users of the new language c. empathizing with others:  developing cultural understanding 40 | english franca, vol. 2, no. 1, 2018  becoming aware of others thoughts and feelings 2. affective strategies a. lowering your anxiety:  using progressive, relaxation, deep breathing or meditation  using music  using laughter b. encouraging yourself  making positive statement  taking risks wisely  rewarding yourself c. taking your emotional temperature  listening to your body  using a checklist  writing a language learning diary  discussing your feeling with someone else. speaking effectiveness include grammatical competence, discourse competence, sociolinguistic competence and strategic competence. the students must consider these four aspects in selecting their suitable learning strategies. and the teacher should introduce the learning strategies based on these four components. the considerations might encourage students not only to master the rule of english grammar but also how to use the rules in a real communication in a variety of contexts. techniques in teaching to speak english brown provides some principles for designing speaking techniques as follow: 1. techniques should cover the spectrum of learner needs from language based focus on accuracy to message-based focus on interaction, meaning and fluency. 2. techniques should be intrinsically motivating. 3. techniques should encourage the use of authentic language in meaningful contexts. leffi noviyenti: strategies in learning teaching english speaking |41 4. provide appropriate feedback and correction 5. capitalize on the natural link between speaking and listening. 6. encourage the development of speaking strategies. (brown, 1987) it is clearly important for teachers to introduce variety of learning strategies to their students. some students even do not recognize some other strategies in learning as if they do not have choices. richards and renandya explain some considerations in the form of test of a technique’s potential for creating or sustaining intrinsic motivation of which represents a facet of principle of intrinsic motivation (richards, jack, 2002). for instance, the technique should appeal to the genuine interests of the students, the technique should be presented in a positive, enthusiastic manner and the students are clearly aware of the purpose of the technique. furthermore, they add that the teachers should consider whether the technique encourage students to discover for themselves certain principles or rules rather than simply being ‘told’ and whether it also encourage students in some ways to develop or use effective strategies learning and communication. there are some techniques that can be applied by teachers in teaching their students to speak english, such as role play (with one student-taking the role of a foreigner), naïve-speaker visitor answer questions n specific topics, pen friends (by mail or e-mail), group presentation, interclass debate, speech competitions, concerts (plays and singing). research methodology this research is descriptive which tries to describe and elaborate the students’ strategies in learning to speak english and their english teachers’ techniques in teaching them to speak english. descriptive research is a scientific description of an actual phenomenon by explaining one variable to another without describing the relationship among them which can be useful for further research. gay states that a descriptive study determines and describes the way things are (gay, 2000). there were two instruments used in this research, the questionnaire and interview guidance. both instruments were given to the students and the english teachers but consist of different items. the questionnaires had been tried out before they were given t the sample in order to ensure the time consuming in filling them and to provide appropriate information based on the purpose of the research, and also for the improvement of the questionnaire itself. the tried out also used 42 | english franca, vol. 2, no. 1, 2018 to see the validity and the reliability of the instruments (ary, donald, 1985). finally, the data collected were categorized based on the criteria stated by oxford as follow: table 1 the intensity of strategies used in learning and teaching speaking criteria frequency score very high always 5, 50 – 5, 00 high usually 3, 50 – 4, 49 medium sometimes 2, 50 – 3, 49 low rarely 1, 50 – 2, 49 very low never 1, 00 – 1, 49 the score above would place the students and the english teachers to in what level of frequency they are and how often they use the strategies in learning and teaching speaking. students’ strategies in learning to speak english in the class at school and out class in their daily life after giving questionnaire to 55 selected students of sman 1 curup and to 7 english teachers, also doing the interviews and several observations not only in the classroom (during the english teaching and learning process) but also outside the class at school, the finding is presented as in the following table: table 2 the category of students’ strategies in learning to speak english no strategies in learning to speak english score category 1 memorizing words 3, 84 high 2 pronouncing the specific and new words 3, 72 high 3 practicing conversation 3, 47 medium 4 listening to english conversation 3, 40 medium 5 watching english movie on tv 3, 37 medium 6 reading english text 3,31 medium 7 singing english songs 3,31 medium leffi noviyenti: strategies in learning teaching english speaking |43 8 listening to new english word when someone speaks to me 3,25 medium 9 listening to specific grammar points 3,17 medium 10 asking question in the class 3,14 medium 11 watching english program on tv 301 medium 12 practicing english with classmates 2,91 medium 13 translating english texts 2,77 medium 14 playing word games and puzzles 2,74 medium 15 answering teachers’ questions in the class 2,64 medium 16 speaking up in a small group n the class 2,35 low 17 watching english plays 2,33 low 18 repeating language from an audiotape 2,33 low 19 answering questions in english outside the class 2,25 low 20 raising hand in the class to take turn to speak in the class 2,20 low 21 listening to english news from the radio 2,11 low 22 playing drama in english 2 low 23 reading english newspapers and magazines 1,99 low 24 speaking with natives 1,97 low 25 using internet for chatting 1,94 low 26 phone a friend and speak in english 1,93 low most of the students memorize words and practice to pronounce the specific sounds of english words to increase their speaking ability. it indicates that the students do not use appropriate strategies in speaking. however, there are also some other strategies used by the students, such as practicing conversation, listening to english conversations, watching english movie on tv, reading english text, singing english songs, asking questions in the classroom and practicing english with classmates. the result also indicates that using natives to practice english is quite rare for the students. the social strategies were mostly performed unconsciously. activities such as asking questions (asking 44 | english franca, vol. 2, no. 1, 2018 for clarification or verification) and asking for correction, cooperating with others (peers and proficient users of english) were done as a part of teaching learning activities in teaching and learning process. even the students did not realize their own strategies. a number of best learners from sma 1 curup use affective and social strategies to control their emotions, to stay motivated, to cooperate and to get help. in other side, this research shows another finding taken from interviews on what strategies that the students used in learning to speak english outclass at school. the finding is presented in the following table: table 3 students’ strategies in learning to speak english outclass at school no strategies in learning to speak english outclass % 1 speaking with friends: 1. speaking with friends in daily conversation at school 2. speaking with friends by using text 3. speaking in pairs 4. speaking with the english teachers by using indonesian and english 5. speaking with friends by using english and indonesia about simple topics. 25 17, 86 7,14 7,14 3,57 2 speaking english by using english dictionary for the new words 7,14 3 asking for solution from the teachers and friends 7,14 4 speaking in front of the class 3,57 5 speaking what i’m thinking 3,57 the rest of students answer that they even did not plan to speak english because of their low self confidence and did not master enough english vocabulary to build the utterances. the responses given show that there were only 17 students often speak english with friends outclass at school and realize that always practice to speak english with everybody in school is one of their strategy. only two students said that they speak with their teachers or friends by using english and indonesian for the unfamiliar words in order to speak english fluently. leffi noviyenti: strategies in learning teaching english speaking |45 another interested findings is the students have more time to use their strategies in learning to speak english outclass in their environment or their daily life. the students’ activities out school mostly provide more opportunities not only to practice their ability in speaking english but also to build their self confidence in speaking english itself. the strategies are presented in the following table: table 4 students’ strategies in learning to speak english out school/daily life no strategies in learning to speak english out school % 1 taking english course 39,29 2 speaking english with friends 21,43 3 following english competitions 7,14 4 speaking english to the mirror 7,14 5 watching english films and imitating the dialogs 3,57 6 listening to english music and sing them again 3, 14 the students’ responses above show that most of them take english courses out school in learning to speak english. the rest of them did not find suitable strategies for themselves in learning to speak english. teachers’ techniques in teaching speaking after interviewing 7 english teachers of sman 1 curup, and doing some observations not only in the classroom-during the english teaching and learning process-but also in school hours, this research presents the finding as in the following table: table 5 teachers’ techniques in teaching speaking no teachers’ techniques % in the classroom out class 1 group discussion 75 2 question answer in pairs 25 3 debate competitions 25 4 games 25 5 singing english songs 20 6 speech competitions 25 7 greeting about teacher condition 25 46 | english franca, vol. 2, no. 1, 2018 8 recreation 25 9 speaking with the foreigners 25 10 opening english course 25 the findings also show that not all english teachers use english in communicating with the students. this condition limits the students’ opportunities to practice english. however, the teachers always motivate their students by providing discussion in the classroom. teachers’ techniques mostly take role out class, such as creating english speech competitions, recreation, and speaking with the foreigners. unfortunately, not all teachers concern about the strategies used by their students in learning to speak english. often, the students must find their own strategies without even realize which of those strategies are suitable for them. conclu sion students are different in the way of thinking, perceiving, believing and regarding something. those differences affect their strategies in learning. there were number of strategies used by the students of sman 1 curup in learning to speak english, they are: speaking with friends, speaking with english teachers, taking english course, practicing dialogs watching movies and singing english songs. in fact, the english teachers did not apply a variety of techniques in the classroom during the teaching and learning process. the teachers provide larger opportunities for the students to speak english out class and out school. it is suggested that the teachers introduce more strategies in learning to speak english to their students through the using of variety of teaching techniques in the classroom and more activities outclass. by knowing more learning strategies, the students will be able to recognize and select the appropriate strategies for themselves in order to improve their ability in speaking english. referen ce s ansyar, m. 2003. competency-based education: some implications to language curriculum. forum pendidikan. 28 (03). 327-338. ary, d., jacobs, 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http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school dony efriza1, dini deswarni2, marsika sepyanda3 ¹ universitas jambi, jambi, indonesia ² stai hubbulwathan duri, riau, indonesia ³ universitas mahaputra muammad yamin, sumatera barat, indonesia corresponding email: donyefriza@unja.ac.id introduction by reading, students can acquire a wealth of knowledge-enhancing information. when students read numerous texts and absorb them effectively, they will experience the benefits of reading. additionally, students can find satisfaction in reading. numerous people read for enjoyment in their daily lives. students can read a variety of texts in their contexts, including newspapers, magazines, and advertisements. students have to completely internalise the information that they read in order to be great readers. consequently, reading comprehension is crucial for students. motivation becomes the main aspect of second language (l2) development (bıyık et.al, 2017; dörnyei & ryan, 2015: dörnyei & usihoda, 2009, 2011; dörnyei, 2001, 2005; gardner, tremblay, & masgoret, 1997; gardner, 1985; gardner & lambert, 1959, 1972). reading motivation is one of the characteristics that influences reading comprehension itself and is essential to the successful acquisition of reading skills. the students' level of reading motivation is an essential component to their overall reading performance. according to jamestown (2006: 7), "reading motivation is the attempt to establish particular conditions in order for someone to desire to read and be willing to read in order to receive the meaning from the text." [citation needed] it implies that the students who are motivated to read will work really hard in order to comprehend what is being conveyed in the text. the study of central connecticut state university in march 2016 shows that indonesian people have lack of reading interest. it can be seen from the rank position of abstract. this study is a qualitative study which to know the problems of students’ reading motivation as an implication for reading instruction for improving reading comprehension. the instrument that had been used for this study is questionnaires and literature review was done to give solution for implication in the reading classroom based on theories. for 21 students in junior high school who have been distributed a questionnaire could be found that some students have some problems in reading efficacy and intrinsic motivation (reading work avoidance). some solutions to solve students’ reading motivation are 1) sociocultural environment is part of a solution in creating reading motivation in order peer influence happened on it. 2) by viewing locus of control, appropriate book and text determine the reading motivation of the students. 3) furthermore, the students must be given the freedom to choose the kinds of text that they want to read. 4) reward and punishment can be applied on the reading class to invent students’ reading motivation 5) activating the school library can increase reading interest but must be accompanied by making several programs that support reading activities. keywords: reading motivation, reading comprehension, reading instruction http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:donyefriza@unja.ac.id dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 134 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) indonesia which is ranked 60th out of 61 countries about reading interest. it means that, indonesia still has low reading motivation than the other country. if most of the students did not pay attention to the teachers in teaching reading, it can be assumed that the students have low reading motivation. in addition, when the teacher asked them to read texts and answer the question related to the texts, most of them did not accomplish the task. this case occurred in all (9) of junior high school in jaluko, muaro jambi, jambi, indonesia. the students did not concentrate when teaching learning reading process happened in the class and based on the teachers’ perception most of the students did not get the expected minimum scoring (65) of reading. it becomes a big problem in this sub-district. to solve this problem, the main causes of the reading motivation of the students should be found and analyzed. theoretical framework reading comprehension the process of readers comprehending toward reading literature in order to obtain certain information is referred to as reading comprehension. reading comprehension is needed for students to comprehend the reading text. good reading comprehension sould be had by students. tomáš et.al (2018) states that reading comprehension is an activity to understand a written text. the process of negotiating understanding between the reader and the writer is the understanding reading text (wright, 2017; feng, 2000). there is a psychological process involved in reading comprehension, as well as linguistics aspects, such as phonological, morphological, syntactic, semantic, and pragmatic elements. reading comprehension, in a nutshell, refers to an effort made by the reader to gain concepts from written material by conducting an analysis of psychological processes and linguistics elements. reading comprehension requires imaginative thinking on the part of the reader so that they can extract the concepts or information from the text they are reading. according to tomá's (2018) definition, reading comprehension is the ability to comprehend a written material in order to derive the necessary information from it in the most time and effort efficient manner feasible. tomá also asserts that an active mental process is meant to be referred to when discussing the significance of acquiring the necessary knowledge for reading comprehension. it suggests that when a reader reads a reading text, he actively attempts to comprehend the text's message by anticipating, evaluating, and organising. reading comprehension requires the correct association of meaning with words and symbols, evaluation of suggested meanings in context, selection of the correct meaning, organisation of ideas as they are read, retention of these ideas, and application of these ideas to some present or future activity (kuşdemir and bulut, 2018; murcia, 2001). reading comprehension needs the correct correlation of meaning with words and symbols, the evaluation of suggested context-based interpretations, and the identification of implied meanings (kuşdemir and bulut, 2018; murcia, 2001). reading requires the correct correlation of meaning with words and symbols, the evaluation of context-based meanings, and the creation of mental images that match to those meanings. this illustrates that reading comprehension takes more than the ability to decipher symbols and comprehend the context of written content. reading comprehension extends beyond merely reading a text or word. based on the statement above reading comprehension refers to the act of a reader being able to take in all of the information. reading comprehension is not only the act of reading, but also the process of studying and evaluating the opinions expressed by the author in written material in order to generate some ideas. developing a reading motivation will result in a more enjoyable reading experience. one's interest in reading can be thought of as a form of intrinsic motivation and has been compared to a personal investment. it implies that the students who have a strong desire to read will have an interest in doing so (etin, 2017; gutrhie, 2006). reading motivation dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 135 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) however, comprehension often occurs as students’ problem in reading. second grade student in all (9) of junior high school in jaluko, muaro jambi, jambi. have problem related to reading comprehension, especially at smpn 7 muaro jambi. most all students in this school have this problem so it became a big problem in this school. based on the preliminary data in interview on 31st january2nd february, most of the students did not reach expected minimum scoring (kkm), and got difficulties in comprehending text. teachers said that most of the students difficult to comprehend a text because the students have lack of vocabulary. it is in line with the students’ statement, most of students also said that, they difficult to comprehend a text because they have lack vocabulary. in addition to that, the reading motivation of students is an important factor in the teaching and learning process regarding reading comprehension. the stuents' level of interest in reading is a crucial component to their overall success in acquiring reading skills. according to the observations made, the majority of the students did not pay attention to the professors when they were being instructed on how to read. in addition, when the teachers requested the students to read the texts and respond to the questions that were connected to the texts, the majority of the students did not complete the task. the stuents come to the task of reading english literature with a variety of distinct reading motivations. there are some students who have a poor incentive to read, while there are other students who have a high motivation to read. according to the findings of the research, there are certain stuents who have a poor reading motivation, and these students do not want to read a text. it is reasonable to suppose that the majority of the stuents lack interest in reading because they did not pay attention to the teachers when they were instructing them on how to read. in addition, when the teacher requested them to read some texts and answer some questions that were relevant to the texts, the majority of them did not complete the assignment that was assigned to them. this incident took place at all nine of the junior high schools in jaluko, muaro jambi, jambi, indonesia, however it was more prevalent in smpn 7 muaro jambi. the students did not concentrate when teaching learning reading process happened in the class and based on the teachers’ perception most of the students did not get the expected minimum scoring (65) of reading. it becomes a big problem in this sub-district. to solve this problem, the main causes of the reading motivation of the students should be found and analyzed. besides that, there are some aspects in improving student’s motivation in reading. there are two ways in creating reading motivation. the first method is to make use of content that inherently possesses the capacity to attract and maintain the interest of the reader. the second method is to make use of the material that is accessible in a manner that is engaging to the audience (büyükkarada, 2017; haris, 1990). the more complex explanation about the aspect in improving student’s motivation in reading is given by kaya (2018) in which he explains that the practice of using interesting texts to build students’ motivation in reading refers to the teaching from the sample of books, material, and technology that are relevant to the learning and knowledge goal. it implies that the teacher should use appropriate materials and media to encourage students to read so that they develop an interest in reading. the teacher facilitates the development of students' reading motivation. according to gambrell, et al. (2007), "teachers promote students' reading growth by developing classroom cultures that foster reading motivation, including offering a book-rich environment, opportunities for choice, and opportunities for social interaction with others." consequently, these factors can assist the teacher in fostering students' reading motivation during the teaching-learning process. the students that have reading motivation have some characteristics. there are some characteristics of students that have high motivation in reading: first, they have motivation in reading. the second, being persistence in facing difficulties. third, they have self-confidence in reading. fourth, they are not easy being to be satisfied with the reading result. fifth, they want to get feedback and assessment on the task. sixth, they are competing positively with themselves and others to get a better result. seventh, they have effective and efficient reading strategies. eight, they have discipline in using time and reading strategies. last, they have a dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 136 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) willingness to read. it means that, the student who has high reading motivation will enjoy reading a text, know the benefit of reading, interest in reading text, and read a text by their own desire (o’garro, 2017; prayitno, 1989). several types of reading motivation exist. according to o'garro (2017), there are three types of reading motivation: first, the work on self-efficacy suggests that when the reader believes they are competent and effective at reading, they are more likely to participate in reading. this category includes subcategories such as reading effectiveness and reading difficulty. the second factor is intrinsic and extrinsic incentive to read. intrinsic reading motivation refers to choosing to read and engaging in the activity for its own sake, whereas extrinsic reading motivation refers to choosing to read and engaging in the activity for external causes, such as grades and teacher-awarded incentives. the subcategories of intrinsic reading motivation are reading interest, reading involvement, the significance of reading, and reading work avoidance. the subcategories of extrinsic reading motivation include recognition for reading, competition in reading, and reading for a grade. the final motive for reading is social. this area contains subcategories, which include social reading motivation and compliance. the indicators of reading motivation in this study used the indicators proposed by wigfield and guthrie (1997) because they divide three categories of reading motivation into some sub-categories, and the categories become the indicators and sub-categories become sub-indicators in assessing the reading motivation of the student. reading instruction reading instruction is influenced by a number of different elements, including the following: (1) written words have pronunciations; (2) written words have meanings; (3) words are constructed of components, such as letters and morphemes; (4) written words often appear in meaningful text; and (5) the objective of reading is to derive meaning from written material. there is some overlap amongst approaches, making it more difficult to compare them because different kinds of training place greater emphasis on some of these principles while downplaying or disregarding others. despite this, however, there is still significant overlap between various techniques. whole language training, for instance, emphasizes word comprehension within the context of a passage, but it also integrates phonics to some level (e.g., moats 2017; npr, 2018). this has consequences for the interpretation of the metaanalyses mentioned below. the general notion that systematic phonics should be included in a more complete literacy curriculum further complicates the problem. national public radio (2000), for instance, emphasizes the significance of mixing systematic phonics with other forms of learning. these additional forms of education should include tactics for phonemic awareness, fluency, and comprehension. this also makes it more difficult to make claims about systematic phonics on its own. due to these obstacles, it is necessary to perform a thorough investigation of systematic phonics and its relationship to alternative approaches in order to evaluate the claims made regarding the significance of systematic phonics (bowers, 2020). one further strategy for teaching reading is known as balanced literacy, and it is intended to blend whole language, with its emphasis on reading for meaning, with systematic phonics. however, there is a common misconception that balanced literacy is merely another name for whole language instruction. this is due to the fact that phonics are not taught first in balanced literacy, nor is sufficient attention placed on them, nor are they taught in a systematic manner (e.g., moats 2017). material and method design of the study dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 137 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) this study is a qualitative study which investigate the problem of students’ reading motivation. each indicators of reading motivation are tabulated to get a description of the state of students' reading motivation. next, literature review was used to give the information for solving the problems of students’ reading motivation as an instruction for teacher and the school for building reading motivation. participants second-grade students were as participant for this study. it is second-grade students (n= 21) in the junior high scholl from 9 schools in the sub-district of jambi luar kota, muaro jambi district, jambi, indonesia. each participant was taken in each class of the schools. they learnt english course 160 minutes in a week. all english classes in the second grade of the schools were taught by using different techniques. an english course handbook, which focused on reading comprehension, is also used as media in teaching and learning. however, the students have lack comprehending in reading. the mean score of reading comprehension of the students is far from the school's expected minimum scoring (65). instruments there are three indicators with some sub-indicators which proposed by wigfield and guthrie (1997: 421) and those indicators were developed into 25 statements of the questionnaire. the description of the indicators can be seen in the table below: table 1 reading motivation indicators no indicators of reading motivation subindicators of reading motivation 1 the work on selfefficacy a. reading efficacy b. reading challenge 2. intrinsic and extrinsic reading motivation intrinsic reading motivation a. reading curiosity b. reading involvement c. importance of reading d. reading work avoidance extrinsic reading motivation a. reading for recognition b. competition in reading c. reading for grade 3. social motivation for reading a. social reason for reading b. compliance the questionnaire was developed by using likert scale model which indicated: strongly agree, agree, disagree, and strongly disagree. in the questionnaire there are two kinds of statements, they are positive and negative statements. for the score of each statement can be seen on the table below: table 2 positive and negative statement of questionnaire no positive statement negative statement frequency symbol scores frequency symbol scores 1 . strongly agree sa 4 strongly agree sa 1 2 . agree a 3 agree a 2 dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 138 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) 3 . disagree d 2 disagree d 3 4 . strongly disagree sd 1 strongly disagree sd 4 if the students get a score 1 or 2, it means that they give a negative statement for that item and the students are categorized as positive statements if the students give a score 3 or 4. this questionnaire was categorized reliable because the result of reliable analysis by using alpha formula is 0.887. it means that this questionnaire is very highly reliable. results and discussion results in this study, the tudents were divided into two groups: those with a high level of reading motivation and those with a low level of reading motivation. students who have reading motivation and a score that is higher than the mean score of reading motivation are considered to have high reading motivation, whereas students who have reading motivation and a score that is lower than the mean score of reading motivation are considered to have low reading motivation. the average number of points awarded for reading motivation was 79.42. the following table illustrates the differences in academic performance between students with high and low levels of reading motivation: table 3 summary of students’ reading motivation reading motivation high low minimum score 81 66 maximum score 95 79 n 11 10 the students that have a high level of reading motivation have a score in the range of 81 to 95 for their reading motivation, as seen in the table that is located above. scores between 66 and 79 on the reading motivation scale are given to students who have a poor level of reading motivation. there are 11 students who have a high reading motivation, whereas there are 10 students who have a poor reading drive. this may be seen. it is possible to draw the conclusion that nearly half of the participants have a low motivation for reading. percentage of reading motivation quantitatively, from the questionnaire of reading motivation, it can be seen that there are some aspects of reading motivation which still low have by the students. it can be seen from the table below: table 4 the percentage for each indicators no indicators of reading motivation subindicators of reading motivation percentage of positive response total 1 the work on selfefficacy a. reading efficacy b. reading challenge 69,84127 88,09524 77,14 % 2. intrinsic and extrinsic reading motivation intrinsic reading motivation a. reading curiosity b. reading involvement c. importance of reading d. reading work avoidance 93,65079 85,71429 76,19048 61,90476 79,05 % dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 139 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) extrinsic reading motivation a. reading for recognition b. competition in reading c. reading for grade 88,09524 88,09524 95,2381 90,5 % 3. social motivation for reading a. social reason for reading b. compliance 78,57143 92,85714 85,71% reading efficacy in this part there 3 kinds of questions. the question can be seen on the table bellow: table 5 reading efficacy number of question question percentage of positive response 1 saya adalah pembaca yang baik 90,5 % 2 saya merasa dalam belajar membaca teks bahasa inggris, saya lebih giat dari pada temanteman saya didalam kelas 66,7 % 3 saya merasa kemampuan membaca saya lebih baik dari pada kemampuan saya yang lainnya. 52,38 % from the question, it can be concluded that there are still many students who do not have good self-confidence in reading. they still believe that they do not capability in reading, especially english reading text. table 6 reading work avoidance number of question question percentage of positive response 6 saya jadi malas membaca jika pada waktu membaca menemukan katakata yang terlalu sulit 66,7 % 7 saya tidak suka pertanyaan dalam pelajaran bahasa inggris yang menanyakan synonym/ antonym (vocabulary) dikarenakan vocabulary saya masih kurang 66,7 % 8 cerita yang rumit membuat saya malas untuk membacanya 52, 38 % we can see that from the table above, there are still many students who did not have challenging souls to solve a difficult problem. they always give up when a ifficult problem is encountered in reading. table 7 importance of reading dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 140 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) number of question question percentage of positive response 14 tidak penting bagi saya untuk menjadi seorang pembaca yang baik 71,43 % 15 jika dibandingkan dengan aktivitas yang lain, menjadi pembaca yang baik adalah yang paling penting 66, 7 % discussion the questionnaire of reading motivation was distributed to measure the students’ motivation in reading. half of the sample of the research shows that have low reading motivation and most problems of the students who have low reading motivation are in the work on self-efficacy and intrinsic motivation. the work on self-efficacy is readers’ confidence on competency and efficacies at reading. selfconfidence in reading should be had by the readers. by having good confidence in reading, the readers will explore their skills in reading and they will try hard to comprehend the text deeply. there two sub-indicators of this indicator, they are: reading efficacy and reading challenge. the main problem in this indicator is in reading efficacy. they did not believe that they are good reader and their ability better than others. these problems happened because they believe that they do not have good english proficiency and lack of motivation from the teacher to build their self-confidence. based on the observation, most of the teachers usually did not give appreciation when the students give an incorrect answer. this way can influence students’ self-confidence. it is better for the teacher if the students give an incorrect answer, the teacher still give appreciation for the students who have given their opinion. intrinsic reading motivation is a motivation at reading that comes from readers’ hearth. readers believe that reading is important for them to gain a lot of knowledge. these indicators consist of some sub-indicators, such as reading curiosity, reading involvement, the importance of reading, and reading work avoidance. the main problem in this indicator is in reading work avoidance. the students often give up on reading when they face difficult words, complicated story and they believe that become a good reader is not important for them. these problems make them difficult to gain knowledge from reading text. the teacher should be concerned to solve these problems in order the students can do their extensive reading well and they can get much information from reading. based on the observation that has been done, most of the teachers only ask the students to look for difficult words from a dictionary. this strategy does not train the students to use their critical thinking. reading needs critical thinking to analyze the content of the text. by having critical thinking, the students can analyze the meaning of difficult words without using a dictionary and comprehend a complicated story. therefore, the intrinsic motivation of the students will be improved well. students who were more interested in reading were required to pay a greater amount of attention to the text that was being presented by the teacher. they were more likely to participate in class discussions and show interest in reading than students who struggled to find the drive to read. according to o'garro (2017), students who have strong reading motivation find it difficult to be content with the reading result, and they are more interested in receiving feedback and being evaluated on their performance in the reading activity. it implies that the students who have a strong reading motivation will put in a lot of effort in order to achieve positive results in reading. according to the findings of biyik et al. (2017), students who have a low reading motivation do not achieve better reading results than students who have a strong reading motivation. it indicates that the stuents who have a low level of interest in reading were not motivated to participate in reading-related instructional activities. they ended up being more dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 141 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) subdued as a result in the classroom. in addition to that, they lacked confidence, were unwilling to work hard, and were uninterested in finding the solution to the reading text question. these are the reasons why students who have a lower reading comprehension have a lower reading comprehension than those students who are very motivated to read. conclusion based on the result above, it can be concluded that teachers should create an environment that enables students to select what they want to read and have the freedom to stop reading material that fails to interest them. while it's important for teachers to provide guidance and offer a range of options, giving students the freedom to choose what they want to read empowers them and enhances their overall learning experience. it encourages a lifelong love for reading and nurtures critical thinking skills, empathy, and personal connections with literature. the influence of positive peers had a beneficial effect on sorts of motivation that were more self-determined. self-determined motivation refers to the internal drive and desire to engage in an activity for its inherent enjoyment, personal interest, or meaningfulness, rather than being solely driven by external rewards or pressures. positive peers can provide encouragement, validation, and support, creating a sense of belonging and connection. this support enhances individuals' feelings of competence and autonomy, which are essential for self-determined motivation. peers who value and respect each other's goals and interests create an environment conducive to intrinsic motivation. observing peers who are intrinsically motivated and passionate about their pursuits can inspire others to develop similar motivation. when individuals witness their peers engaging in activities with genuine interest and enthusiasm, it can ignite a desire to explore and pursue their own interests, thereby fostering self-determined motivation. positive peers often share similar interests and goals, leading to a sense of camaraderie and collective motivation. when individuals are surrounded by peers who are enthusiastic about similar activities, it creates a supportive and motivating environment that reinforces intrinsic motivation. collaborating and sharing experiences with like-minded peers can further enhance the self-determined motivation. positive peers can provide constructive feedback and engage in healthy competition. this feedback and competition, when approached positively, can challenge individuals to improve their skills and enhance their intrinsic motivation. it creates an atmosphere where individuals strive for personal growth and development, driven by their own aspirations rather than external rewards. interacting with positive peers can contribute to emotional well-being, which is closely linked to motivation. when individuals feel positive emotions such as joy, enthusiasm, and happiness in the presence of their peers, it enhances their motivation to engage in activities and pursue their interests with greater self-determination. positive peers play a crucial role in promoting self-determined motivation. through social support, role modeling, shared interests, constructive feedback, and emotional well-being, peers can create an environment that fosters intrinsic motivation and personal growth. encouraging positive peer interactions and cultivating a supportive peer community can have a significant impact on individuals' motivation to pursue their goals and interests with a sense of autonomy and intrinsic satisfaction. acknowledgement this study is not endorsed and funded by any government body or non-profit company. references bıyık, m. a., erdoğan, t., & yıldız, m. 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(2017). a systematic review of the research on vocabulary instruction that impacts text comprehension. reading research quarterly, 52, 203-226. dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 144 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) ----------empty page--------- english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4116 ict-based learning in new normal era: viewed from practice and impact in elt classroom jumatul hidayah institut agama islam negeri (iain) curup hidayah_jumatul@yahoo.com prihantoro institut agama islam negeri (iain) curup prihantoro@iaincurup.ac.id abstract the covid-19 outbreak has caused a sudden transformation of learning from offline to online modes. such a transformation raises the importance of ict as an integral constituent of online learning. hence, the present mixed-method study aimed to probe into the use of ict in elt and the perceived impacts of ict use on students’ betterment in learning. eleven english lecturers from the state islamic institute of curup were incorporated as the participants. the quantitative data on the two foci were garnered from a set of an online questionnaires, and the qualitative data were gathered using observations and interviews. this study revealed that the english lecturers used ict for several pedagogical purposes, such as preparing materials, browsing materials for their lessons, preparing material presentations, and evaluating alongside giving feedback on students' learning. subsequently, all lecturers perceived that ict had positive, beneficial, and contributive impacts on students’ betterment in learning especially in terms of enhancing students’ growth mindsets, metacognition, and learning engagement. further studies are expected to conduct psychometric analyses to examine the interplay among growth mindsets, metacognition, and learning engagement as latent variables within the circle of ict use in elt. keywords: ict, impacts of ict, growth mindsets, metacognition, learning engagement introduction the outbreak of the covid-19 pandemic unavoidably has resulted in disruptive changes in almost all sectors of human life including education (fitri & putro, 2021). in the field of education, the threat of covid-19 has forced educational institutions to change teaching-learning mailto:hidayah_jumatul@yahoo.com mailto:prihantoro@iaincurup.ac.id 38 | english franca, vol. 6, no. 1, 2022 activities from offline platforms to online platforms. face-to-face classes at all levels of education have to be suspended to avoid the spread of the disease. in this regard, many governments took measures to avoid spreading the virus and to ensure the continuity of the educational process (coman et al., 2020). in addressing the issues of face-to-face class suspension, various alternatives in maintaining the continuity of the educational process have been opted (unidas & nations, 2020). within this framework, one of the most prominent options is maintaining education through online resources. distance learning modalities which are mediated by information and communication technology (ict) provide ideal platforms to bring schools and learning processes closer to homes and students in a pandemic era (lawrence & tar, 2018). as technical tools and resources, ict through the use of the internet and intranet becomes media to communicate as well as generate, transmit, store, and manage information (oztemel & gursev, 2018) in the teaching learning process during covid 19 pandemic. as far as the study of ict is concerned, some findings have affirmed that ict facilitate learners in their teaching-learning process. it provides rich and varied learning resources and materials. additionally, ict creates a fun and interactive classroom atmosphere (alsaleem, 2013). learning using ict creates student-centeredness activities. ict is more flexible, and it can also improve interaction sustainability (marinoni et al., 2020). additionally, ict accelerates students to gain and organize information (ma et al., 2020). according to apriani and hidayah (2019), pupils can obtain a lot of knowledge at once because of the many types of technology that are employed. it is worth pointing out that ict is also useful to expand the range of teaching tools. the internet enables communication between teachers and students in both synchronous and asynchronous ways, thus facilitating e-learning (bryson & andres, 2020). it is for that reason, that in covid 19 pandemic era, ict plays a crucial role in maintaining the continuity of the educational process. however, the unexpected transition from offline platform to online platform mediated by ict to a certain extent is the source of insecurity and apprehension for both teachers and students (marchlik et al., 2021). teachers suddenly are forced to teach under unusual circumstances which they have not prepared for beforehand. within this situation, teachers need time to adjust to the new modality of online teaching. under the above circumstances, it is interesting to explore the use of ict by english lecturers during the covid 19 pandemic (new era) in jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -39 which they have to shift from offline platforms to online platforms. a scientific exploration as the foregoing is critical since indonesian english lecturers need some data-based references which address the complexities of the use alongside the impact of ict in english teaching and learning. therefore, this study specifically tries to investigate how english lecturers use ict and the perceived impacts of ict on students' betterment in learning. this study is guided by the following research questions: 1) how do english lecturers use ict in the teaching and learning process in elt classroom? and 2) what are the perceived impacts of ict on students’ betterment in elt classroom? theoretical framework ict ict is an abbreviation for information and communication technology, and it refers to a diverse range of technical tools and resources used to communicate as well as generate, transmit, store, and manage information (oztemel & gursev, 2018). these technologies consider the internet, computers, and broadcasting technologies such as radio, television, and telephone. however, because of the development of technology and demand, the internet and computer have gained more attention to be used as instructional tools in education compared to others. with ict, web-based learning in second language teaching and learning has come to the fore especially in the english language as webbased learning provides the learners with a variety of hyperlinked multimedia documents and a variety of tools or programs that can support language teachers to integrate a variety of resources into the language classroom (sher ryn & sc, 2020). according to sanjaya et al. (2020), the influence of ict in all aspects of life, including education, cannot be overlooked nowadays. in the era of the covid-19 pandemic, ict integration is part of the 'new normal, as the teaching and learning process has gone online, thus, it is necessary for more research on teachers' practices of ict use in the language learning classroom. in addition, according to asabere and enguah (2012), information and communication technology (ict) is the tools, facilities, processes, and equipment that provide the essential environment with the physical infrastructure and services for the generation, transmission, processing, storage, and distribution of information in all forms, including speech, text, data, pictures, and videos. ict includes computers, computerassisted language learning (call) software, office software (word 40 | english franca, vol. 6, no. 1, 2022 processing, presentation software, drawing tools, and so on), the internet–websites and downloadable software, and commercial course books. ict also subsumes cd-roms, dvd players, mobile phones, electronic dictionaries, digital cameras and movies, dat recorders, document cameras, data projectors, electronic dictionaries, and all examples of data storage devices. according to livingstone (2012), ict comprises school-specific technology (e.g., interactive whiteboards) as well as applications utilized beyond borders, whether official or informal (e.g., education games), and networked technology. lecturers’ practices of using ict in elt the use of ict in the classroom teaching and learning process is essential because it allows instructors and students to operate, store, control, and retrieve data, in addition to promoting self-regulated and active learning (ali, haolader & muhammad, 2013 as cited in hussain et al., 2017). ict-based learning involves a broader proclivity for more than merely in a single classroom, collaborative learning among learners and teachers. in contrast to the typical learning environment, for example, distance learning allows instructors and students to continue studying outside school hours (hussain et al., 2017). the system assists teachers in planning and preparing classes, as well as design resources such as course content (hussain et al., 2017). the rapid expansion of this system has sparked a learning revolution, as new technological breakthroughs in education have required a re-examination of new teaching methodologies and instruments. the use of ict in the classroom will result in a range of english content, situations, and pedagogical techniques. educators have diverse perspectives on using technology to improve literacy. some educators worry that recent advancements will fundamentally alter literacy education (apriani, 2016). the use of information and communication technology (ict) makes the english language environment more dynamic, adaptable, and inventive (wen-cheng et al., 2011). the use of computer technology in language teaching produces a learner-centered learning environment. it enables course administrators and teachers to adjust lesson presentation styles to encourage students with various interests, provides learning opportunities outside of the classroom, and is regarded to be more accommodating to individual needs and diversity. because students are digital natives, using technology in language education decreases teacher-centered comprehension and language learning anxiety can be reduced by encouraging students to take risks and practice the target language (huang & hong, 2015). the good impacts of ict for elt are classified by jayanthi and kumar (2016) into the following jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -41 major categories: material availability, student attitudes, learner autonomy, authenticity, aiding teachers, student-centered, and selfassessment. the availability of a vast corpus of authentic materials, such as images, animation, audio, and video clips, promotes language presentation and practice. icts improve student attitudes and motivation. students are highly motivated to learn a language because they have positive attitudes about language learning since they utilize a computer and learn in a stress-free environment. furthermore, ict promotes learner autonomy by allowing learners to take responsibility for their learning via the use of ict tools. students are allowed to select the content that best suits their learning preferences. in addition, ict delivers actual circumstances and a real-world learning environment. because icts provide a variety of facilities and teaching resources, efl teachers only recommend and create these tools as supplemental teaching resources. in contrast to traditional learning environments, ict promotes student-centered learning and teacher-student interaction. in terms of assessment, icts provide for the easy and successful evaluation of both receptive and productive abilities. the instructor may choose and create appropriate resources to assess pupils' success in all abilities. furthermore, when using ict to aid foreign language training, the following impacts tend to be the most obvious: 1) the ability to flexibly alter educational materials based on conditions, learner requirements, and reaction; 2) ict provides for the reaction to and utilization of recent/daily news, as well as access to legitimate content on the internet; 3) possibility of combining/using (basic) skills alternately (text and images, audio and video clip); 4) lectures become more entertaining and less mundane, increasing student engagement; and 5) ict allows you to concentrate on one aspect of the lesson at a time (bozkurt & uygan, 2020). students’ betterment enhanced by ict ict provides a greater chance for students to enhance their capacity for their language learning, it is essential to integrate ict with methods and techniques of english language teaching and learning. furthermore, according to unecsco (2000) as cited in unidas and nations (2020), one of its goals, which is ‘education for all goals’, stated that improving all aspects of education such as its quality and ensuring an excellent education for all, encourages the involvement of ict in education, particularly in english language learning and teaching. there 42 | english franca, vol. 6, no. 1, 2022 is no doubt that the role of ict in english language teaching has positive effects on the process of learning and teaching. the following points show how ict plays an important role in language. first, it creates the ability to easily modify educational materials to situations, learners' needs, and replies. second, it provides for reaction to and usage of current materials, as well as access to realworld items on the internet. third, it allows you to combine/use four fundamental skills integration. fourth, it also enables focus on one specific aspect of the lesson (pronunciation, vocabulary, etc.) (uzun, 2016) the impacts of ict on english students’ betterment in learning have been proven by many studies across many aspects of learning betterment. chouthaiwale and alkamel (2018) in their study revealed that the use of ict espouses english learners to acquire modernized learning skills, in which the students become more skillful at dealing with vast internet-based learning resources. khanh (2021) conducted a review study and highlighted that the use of ict has been scientifically proven, in either experimental or phenomenological ways, to enhance students’ english speaking skills. metruk (2019) confirmed in his study that the use of ict, such as english movies and tv programs, paves the way for helping english learners improve their listening skills. huang and hong (2016) experimented and scientifically proved that the use of ict through the application of flipped learning affects students' english reading skills. according to apriani et al. (2021), students have a good attitude toward the deployment of ict since it may help them study. also, bakeer (2018) in his study indicated that the use of ict, e.g. social media as a learning tool, can enhance students’ english writing skills. the aforesaid studies have confirmed that the use of ict affects the improvement of english students’ betterment in learning in terms of both learning skills and english skills per se. research methodology this research used a concurrent-embedded mixed-method design to scientifically work on two research foci, namely the use of ict in elt and the perceived impacts of ict use on students’ betterment in learning. 11 english lecturers from the state institute of curup were engaged as the participants. there were a couple of criteria assigned as the indicators for selecting the lecturer participants. first, they were the permanent and active lecturers in the english department of the state institute of curup. second, they were experienced lecturers who had been teaching english across several subjects. third, they were all voluntarily willing to be jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -43 recruited as the participants in this study. the researchers deployed a set of valid and reliable questionnaires to collect the quantitative data on the use of ict and the perceived impacts of using ict on students' betterment in learning. concerning the questionnaire about the use of ict and the impacts of using ict, the researchers reviewed several related papers having been published by alsaleem (2013), marinoni et al. (2020), rapanta et al. (2020), rinekso et al. (2021), and sher ryn and sc's (2020). the reviews resulted in three coded indicators of using ict which could be developed into 32 items. subsequently, two indicators were also coded that represented the impacts of using ict, and such indicators could be developed into 18 items. the total items were 50 items. in detail, the first indicator was concerned with the use of ict materials (4 items). the second indicator was associated with the portrayal of teaching and learning activities using ict (11 items). the third indicator pertained to the use of ict according to its functions or purposes (17 items). the fourth indicator represented several possible perceptions to be or not to be agreed by respondents (7 items). the fifth indicator represented some possible benefits of using ict during teaching and learning to be negotiated by respondents (9 items). the 50 items had been validated using both content and construct validity principles, and their reliability had been examined. in reaching the content validity, three experts, doctoral lecturers of research method, educational technology, and english education, were involved to help evaluate the items. the researchers revised some items as suggested by the validators. getting sufficient agreement from validators, the researchers continued to examine the construct validity by letting 10 english lecturers from another university help fill in the questionnaires. the piloting data were computed using the bivariate pearson formula, and the computation indicated that the items were valid because the value of r exceeded the r-table of 0.4438. the reliability of the questionnaire was pursued by computing the items using the cronbach alpha formula. the computation revealed that the alpha was 0.82 higher than 0.7. the foregoing result indicated that the items were reliable. for collecting the qualitative data on ict use, the researchers applied an observation technique. the observations were undertaken online in a way that the researchers joined every online class held by the english lecturer participants. subsequently, the qualitative data on the perceived impacts of ict use on students' betterment were garnered using interviews with all lecturer participants. 44 | english franca, vol. 6, no. 1, 2022 the researchers used two techniques for analyzing the data. in processing the quantitative data, the researchers used a descriptivestatistic technique to present and distribute the data solicited from the online questionnaire. subsequently, the qualitative data obtained from both observations and interviews were analyzed interactively by adopting miles et al. (2014) model. this model worked on four interrelated components, the so-called data collection, data condensation, data display, and conclusion drawing. as explained in prior, the qualitative data were collected from observations and interviews. the raw data of observations and interviews were further condensed by grouping them according to the emerging themes. the process of data condensation in some ways could also be called the data coding process. the researchers also applied an inter-coder reliability technique to reach relevant coded themes. drawing upon o’connor and joffe (2020), intercoder reliability is of importance due to constructing good coding, which is done collaboratively among the researchers. we, the researchers in this study, firstly codified the raw qualitative data respectively. our respective results of data codification were further compared and analyzed with one another to reach the most relevant coding results as the final themes to be presented. subsequently, in terms of data presentation, the qualitative data were presented in the form of tables containing data codification results, data illustration, interview transcripts, data interpretation, and both argumentative and theoretical discussions. lastly, the discussed data were concluded in a comprehensive and representative way. results & discussion the use of ict in elt the quantitative data on the use of ict in teaching-learning indicated that most of the lecturers used ict to prepare materials for their teaching activities. six out of eleven respondents involved in the study several times used ict to browse material for their lessons. additionally, half of the respondents often used ict to prepare a presentation for their lessons. this suggests that the respondents of the present study have awareness of using ict as resources for them to browse, download and prepare teaching materials. this data echoed what alsaleem (2013) had mentioned that ict provided rich and varied learning resources and materials. interestingly, the respondents of this study also used ict as media to evaluate students’ learning. seven out of eleven respondents several times used ict to give feedback on students' works. the descriptive data jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -45 in this discourse can be seen in the following histogram is presented in figure 1. figure 1. histogram of lecturers’ use of ict in teaching and learning in terms of teaching materials that the respondents used, the data from the questionnaire indicated that most of the respondents made use of ict to convey material that they had searched on the internet. furthermore, they also relied on existing online materials from established educational sources. the descriptive data in this discourse can be seen in the following histogram as displayed in figure 2. figure 2. histogram of the material types used during teaching with ict 46 | english franca, vol. 6, no. 1, 2022 when using ict in learning activities, the data gained from the questionnaire indicated that ict facilitated more learner-centered learning activities. the respondents conveyed that, a lot of times, they used ict to make students learn autonomously and also work cooperatively in a group. this is relevant to marinoni et al. (2020) postulation that ict creates learner-centeredness. the descriptive data in this discourse can be viewed in the following histogram presented in figure 3. figure 3. histogram of functional use of ict it was also found from the data that very often the lecturers used ict to present, demonstrate, and explain the materials to the whole class. ict allowed the lecturers to deliver materials and to transfer knowledge to students who could not meet physically, as has also been postulated by rapanta et al. (2020). the qualitative data garnered from observations confirmed the survey data on the use of ict in teaching and learning processes. the observational data were codified as presented in table 1. table 1 coded observational data on the use of ict no the use of ict portrayals 1 to prepare materials  designing the material presentation using ppt  making use of g-drive to prepare easily accessed materials according to students' needs jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -47  making use of google scholar to map theoretical resources of teaching and learning materials 2 to browse materials  making use of youtube to browse the ready-made materials 3 to download materials  using computers and smartphones to download materials from the internet 4 to present materials  using videos and films to present materials 5 to evaluate students’ learning  using an e-rater website to evaluate students’ english accuracy as displayed in table 1, first, the english lecturers used ict to prepare materials. as observed, there were a couple of activities demonstrating the use of ict in the sense of preparing materials. for example, to represent others having similar classroom staging, the english-speaking lecturer used the powerpoint application to prepare the presentation of english-speaking materials. his slides were constructed in a theory-to-practice way. the theoretical materials were constructed to acquaint students with the socio-cultural nature of english speaking, and the practical materials were set in the form of video clips showing how natural english-speaking activities were taking place. it could be interpreted that the use of ict, such as powerpoint, alongside instilling other ict sources such as videos, could help the english-speaking lecturer prepare his material presented in a well-managed way. the use of ict as portrayed in the english-speaking lecturer's classroom echoed the usefulness of ict delineated by kobis and tomatala (2020). in their study, they emphasized that ict paves the way for educators to be more creative and innovative, especially in terms of preparing attractive lessons. that is why seferoglu and celen's (2020) study took the meaningfulness of ict use more seriously by addressing the professional development program based on ict to help educators be capable of designing learning materials oriented towards students' interests. an exciting learning medium for increasing students' learning attitudes and motivation while also enhancing students' english abilities (apriani, 2020). 48 | english franca, vol. 6, no. 1, 2022 another portrayal of the use of ict to prepare learning materials was codified by the english lecturer who taught an english grammar subject. this lecturer used google drive as an ict tool to prepare a set of easily accessed materials that she had considered relevant to students' needs. in this way, the lecturer had already collected a couple of handouts and modules that she had compiled resting upon the curricular standards. those materials were then uploaded to her google drive. she proceeded to share the google drive link with her students alongside telling students some instructions for what to do with the link. she took into account that this way could save time and could mediate an effective delivery of materials. after the students downloaded the materials she already shared, the students could open the materials using their own devices, and the lecturer could scaffold the students by giving detailed explanations about the materials. an interesting point shown by the english grammar lecturer here is that the use of ict helps her to make an effort to prepare learning materials that conform to the students' needs. this echoes sher ryn and sc's (2020) study which highlighted the benefits of using ict. one of which is to make a convincing case for the educators to conceptualize and design materials in a student-centered fashion. the other portrayal of the use of ict to prepare learning materials was depicted by the english academic writing lecturer. as observed, the english writing lecturer made use of google scholar as an ict source to map theoretical resources for teaching and learning materials. during online observations, the writing lecturer was teaching the academic writing subject with complex theoretical and practical contents. to help him find it easier to prepare material, for example, the material about rhetorical moves for writing a research background, the lecturer had made use of google scholar to collect as many articles addressing rhetorical moves as possible. he then made a mind map to draw the lines and create a conceptualization. he proceeded to make his module about rhetorical moves alongside the research background examples for the ease of students' understanding when accessing his materials. the academic writing lecturer in this sense has done something slightly different from firmansyah et al. (2020) in their study. firmansyah et al. (2020) in their study exemplified an innovation in which, to help prepare desired materials, educators can create or develop an ict-based application. however, the english academic writing lecturer in the present study made use of the existing ict resource to help him design his material in the form of a module packed into a pdf file for ease of dissemination via students' social media. jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -49 the second data codified from observations demonstrated that the english lecturers used ict to browse learning materials. as to represent others, the researchers highlighted the portrayal of the activity of a lecturer who taught english phonology subjects. during observations, this phonology lecturer was teaching the material about allophones whose orientation extended to guiding students to comprehend the pronunciation differences of one single phoneme, such as d/ed sounds and s/es sounds. it was clear that the lecturer had already browsed his video presentation from youtube because the video he presented via zoom was identical to a youtube-driven source. browsing relevant material from a ready-made video provider is a good solution because a great number of videos on youtube if selected considerably, had already met the standardized indicators of the desired material. this is what was done by the english phonology lecturer. a previous study has also depicted a similar notion about the use of ict to browse materials. for example, a study conducted by rinekso et al. (2021) demonstrated that their participants made use of ict, such as the google search engine, to browse materials. the phonology lecturer in the present study has done a good way by making use of youtube to browse his materials because audio-visual aids, such as videos, are the best mediator for learning phonological input. the capability of searching or browsing teaching materials is part of the pedagogical competence every educator has to possess. that is why kumar jena et al. (2020) in their study took this case seriously by providing training for educators to be able to browse a bunch of relevant materials using ict tools. the capability of browsing effective materials is of paramount importance considering the more complex the subjects are taught, the more in-depth and critical the materials demand. the third data codified from observations demonstrated that the english lecturers made use of ict to download materials. to represent others with similar staging, the researchers highlighted a lecturer who taught an english evaluation subject. she made use of her computer and smartphone to download the already-made materials from varied websites she had considered relevant due to the conformity of material content and the curricular indicators. she used her computer and smartphone for downloading the materials because she considered that the downloaded materials could be easily disseminated to students via whatsapp groups. what she did illustrates hinostroza's (2018) argumentation that the usefulness of ict can exceed the horizon of 50 | english franca, vol. 6, no. 1, 2022 classroom boundaries, in which learning processes can be held effectively across distances while still maintaining the quality of learning per se. the fourth data gathered from observations indicated that the english lecturers used ict to present the materials. as to represent others doing a similar thing, the researchers would like to portray activities delivered by an english literature lecturer. as observed, the english literature lecturer utilized drama videos and drama-based films to present his english literature materials. he selected audio-visual aids as such to help students not only understand the materials but also get the emotional sense of drama that later on the students would perform. audio-visual aids are indeed effective because such aids provide all multimodal components which can help students get engaged more deeply either cognitively or emotionally in the materials they learn. the effectiveness of multimodal resources in teaching english has been confirmed by prior studies. for instance, raisanen (2020) highlighted the effectiveness of multimodal resources to help their participants enhance their competencies in english as a lingua franca. unsworth and mills (2020) addressed the use of multimodal resources to help english students be more engaged in the processes of meaning-making during english interactions. an intriguing learning medium for improving students' english skills as well as developing students' learning attitudes and motivation (apriani, 2020). also, jiang et al. (2020) highlighted the benefits of multimodal resources to empower minority chinese students who learn english. the fifth data codified from observations showed that the english lecturers utilized ict to evaluate students' learning. to represent others doing a similar thing, the researchers would like to highlight an activity undertaken by an english creative writing lecturer. the creative writing lecturer made use of an e-rater website to assess and evaluate students' written works, especially in terms of word choice, grammar, and mechanics. this website was useful for making assessment processes effective because the feedback given was accurate and automatic. ict helped this lecturer to save time and receive accurate assessment results. according to torres-madroñero et al. (2020), ict-based assessment has to consider the pedagogical approach adopted for a certain learning subject, so that the assessment results will not contribute to deviating from the ideal essence of learning. the english creative writing lecturer in the present study seems to have considered making use of an e-rater website according to the product approach adopted for teaching writing. the product approach addresses students' works based on two domains, namely ideational organization and language texture (vocabulary and jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -51 grammar). the e-rater website helped the lecturer in terms of assessing students' english texture in their written works. in the meantime, the lecturer still used a proofreading technique to assess students' ideational dimension, such as to see the organization of rhetorical moves. the portrayals of ict use as undertaken by english lecturers during teaching have confirmed the data already collected from the questionnaire. it means that the observational data and the questionnaire data associated with the use of ict go hand in hand in a linear way. the data are credible and can avoid bias. the perceived impacts of ict on students' betterment in terms of respondents' perspectives on the impacts of ict, the quantitative results of the questionnaire indicated several findings. first, respondents perceived that ict made students try harder in their learning. ict enabled them to be autonomous learners who were responsible for their learning. second, the respondents also perceived that the use of ict could make students easy to understand and remember the learned materials. it seems that the modality of the materials presented in a multimodal way makes students easy to comprehend and store the materials in their memory. the descriptive data in this discourse can be seen in the following histogram presented in figure 4. figure 4. histogram of the perceived impacts of ict use on students’ betterment third, the finding also indicated that the respondents perceived the impact of ict use on students' autonomous learning. they indicated 52 | english franca, vol. 6, no. 1, 2022 that ict-based teaching could make students have self-control and responsibility for their learning. additionally, ict was perceived as having a positive impact on student's motivation. finally, the respondents also indicated that the use of ict could equip students with skills needed in the 21st century. the descriptive data in this discourse can be viewed in the following histogram is presented in figure 5. figure 5. histogram of the impactful use of ict the qualitative data garnered from interviews confirmed the survey data on english lecturers’ perceived impacts of itc. it is worth noting that the lecturers’ names presented in this section are made anonymous by labeling them with lecturers 1, 2, 3, and so on. the interview data were codified into several themes as presented in table 2. table 2 coded interview data on the perceived impacts of ict on students’ betterment no the perceived impacts of ict themes codified from interview data 1 the use of ict makes students learn harder  ict enhances students’ growth mindsets 2 the use of ict leads students to autonomous and responsible learning  ict enhances students’ metacognitive awareness 3 the use of ict makes students easily remember and comprehend the learned materials  ict with its multimodal nature enhances students’ active engagement in learning jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -53 as displayed in table 3, first, the perceived impact of ict use was identical to the notion that ict made students learn harder. the foregoing discourse could be identified from the following interview transcripts selected from lecturers 3, 5, 7, and 10 as follows. my students seem to be able to try harder in learning when i teach online using ict media. covid-19's condition and the reality that the learning system they must go through has been transformed into an online learning system essentially have served as a trigger for changing their mindsets. before the covid-19, they thus far have been receptive to whatever the lecturer has conveyed; but now they must be more independent learners. they appear to be aware of this reality, and as a result, they are more active in independent learning alongside following my online learning flow (interview with lecturer 3). in my opinion, my students become more diligent in studying because they use various ict media as a tool to access information (interview with lecturer 5). i teach an academic writing subject. conceptually, this subject is very complex because not only do students have to be competent in scientific writing using good english, but they also have to be masterful at research methodology including things related to the epistemology of research itself. at first, i was quite pessimistic because reflecting on face-to-face learning with the previous batch of students before the covid-19 period, teaching this academic writing course required extra effort to engage students. but, after going through online learning using ict media during this covid19 condition, my students seem to have started to adapt. they seemed capable of trying harder. one thing that made me happy is when my students were voluntarily willing to read materials related to rhetorical moves in writing research-based papers. at first, i was a bit pessimistic that they would not willingly interact with these difficult materials merely based on my guidance online. they could follow my flow (interview with lecturer 7). in my opinion, my students are trained to be tougher because of online learning that uses ict media. for example, they are better prepared for a set of presentation materials. they even seem to have had enough practice before presenting materials in online 54 | english franca, vol. 6, no. 1, 2022 discussions via zoom. seemingly, the use of ict media, which tends to be complex, triggers students' enthusiasm to study harder (interview with lecturer 10). four interview transcripts above basically demonstrated the lecturers' perceived impacts of ict use on students' betterment in learning especially in terms of changing their growth mindsets. theoretically, a growth mindset can be defined as one's belief that a goal can be attained by investing hard efforts (truax, 2018). growth mindsets are part of a motivational variable in the discourse of learning (bai & wang, 2020). the data of the present study echoed that the use of ict contributed to the enhancement of students’ growth mindsets, leading to students’ more investments in learning. similar findings have been addressed by bai et al. (2019) in the context of hong kong and kench et al. (2016) in the context of south africa. according to apriani et al., ict not only enhances students' achievement and motivation but also their personalities (2019). the second interview data indicated that the use of ict led students to autonomous and responsible learning. the data in this discourse are portrayed in the following transcripts of interviews with lecturers 1, 2, 6, and 8. learning with ict, in my opinion, has an impact on students' ability to become self-directed learners. in my class, online learning involves students actively browsing materials at home. in addition, i teach english phonology classes. especially for the material section related to pronunciation practice, it is essentially difficult to do via online learning that only relies on the zoom application, and even then communication tends to be one-way because students frequently do not turn on their zoom audios. hence, for practical materials, i assign students to do independent practice with various videos from youtube that i recommend. i advise students to create a timeline for their pronunciation practice so that i can assess their works (interview with lecturer 1). from what i perceive, learning using ict makes my students more responsible for the learning materials they receive (interview with lecturer 2). in my opinion, the use of ict in online learning makes students more serious about completing college assignments. it can be seen jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -55 that the use of ict triggers them to become more responsible students (interview with lecturer 6). i see that teaching using ict helps shape students to be more autonomous. for example, when they are involved in class discussions, students seem to be getting used to navigating materials on google for building up their argumentations during online discussions. so, the discussion discourse is not merely limited to the curricular content. learning becomes more interactive and widespread (interviews with lecturers 8). the cores of information highlighted in the four transcripts above basically have common ground echoing the notion that ict enhances students’ metacognitive awareness. the term metacognitive awareness in many ways is used interchangeably with the term metacognition. according to kaur (2020), metacognitive awareness represents two primary domains, namely cognitive knowledge and cognitive regulation. the domain of cognitive knowledge is what has led students in the present study to autonomous learning as negotiated by lecturers 1 and 8. it means that the use of ict helps students improve the domain of their cognitive knowledge which has been embodied in their autonomous learning. teng (2020) elucidated that cognitive knowledge subsumes three sets of knowledge extending to declarative knowledge (knowledge about what to be learned and what to be comprehended), procedural knowledge (knowledge about various strategies which can be applied during learning), and conditional knowledge (knowledge about when and how to select some strategies from the existing bank of strategies according to conditional consideration). the present study has successfully demonstrated that ict is perceived as a source triggering students to increase the aforesaid varieties of knowledge, leading them to be autonomous learners. the other domain of metacognitive awareness is cognitive regulation. this domain is what has been stimulated by ict in the present study so that lecturers 2 and 6 perceived that their students become more responsible for their learning. according to karlen (2017), cognitive regulation entails three areas of controlled learning, namely planning, monitoring, and evaluating. conceptually, drawing upon the socio-cognitive theory as explained by michaelis et al. (2021), it could be interpreted that the lecturers 2's and 6's students in the present study have gone through the independent learning steps of planning, 56 | english franca, vol. 6, no. 1, 2022 monitoring, and evaluating so that their responsible attitudes towards the materials learned can be naturally established. the third interview data showed that the use of ict was perceived to make students easily remember and comprehend the learned materials. this discourse could be identified from the following transcripts of interviews with lecturers 4, 9, and 11. when teaching in an english listening class, i used audio-visual material that i downloaded from youtube. it seemed that this audio-visual input material made it easier for students to understand the material discourse because they not only relied on their senses of hearing to interpret the messages from the input material but also digested the material input using their senses of sight when watching the videos presented (interview with lecturer 4). i think the ict source that i use, such as the british council website, makes it easier for students to remember the information they read because the texts presented on the website provide input and emotion for stories that are displayed in the form of creative pictures (interview with lecturer 9). in addition to using e-books, in the morphology course, i also use some materials from youtube that i have chosen according to the content of the morphological curriculum. in my opinion, ict sources such as youtube help students to easily understand the flow of the morphology e-book (interviews with 11 lecturers). three lecturers as depicted in the above interview transcripts to some extent addressed the essence of ict in terms of providing multimodal input which could boost students’ memory-related and comprehension-related skills. the present study’s findings at some point support the previous study executed by grandisson sanguino and lenguas (2020) which highlighted the merit of ict, such as videos, as a multimodal resource that potentially enhances students' skills at meaning-making. the sense of meaning-making here is similar to the sense of meaning construction done by the students in the present study's portrayal to remember and comprehend the lecturers' materials. images and movies, for example, can assist learners to escape from text screens and improve their instructional value by engaging the eyes (apriani & hidayah, 2019). another study conducted by ganapathy and seetharam (2016) is also aligned with the present study’s findings on the merit of jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -57 ict in terms of its multimodal components which help students understand their lessons better. conclusion drawing upon the application of a concurrent-embedded mixedmethod design to scientifically work on two research problems, oriented towards the use of ict in elt and the perceived impacts of ict use on students' betterment, the present study has revealed solid and credible data in the epistemological perspectives of both positivism and constructivism. the data processing results and data discussions have cast light on several conclusive points as follows: first, concerning the use of ict in elt, english lecturers at the state islamic institute of curup have used ict for several pedagogical purposes, such as preparing materials, browsing materials for their lessons, preparing material presentations, and evaluating alongside giving feedback on students' learning. there are several portrayals of the application of ict according to the aforementioned pedagogical purposes. to prepare materials, the lecturers design the material presentation using ppt, make use of g-drive to prepare easily accessed materials according to students' needs, and make use of google scholar to map theoretical resources of teaching and learning materials. to browse materials, the lecturers make use of youtube due to the provision of ready-made sources. to download materials, the lecturers use computers and smartphones to download materials from the internet. to present materials, the lecturers use videos and films. to evaluate and give feedback on students' learning, the lecturers use websites, such as e-rater websites, to receive automatic but accurate results to check students' work. second, all english lecturers have perceived that ict has positive, beneficial, and contributive impacts on students’ betterment in learning. the lecturers perceive that the use of ict makes students learn harder and be more motivated in learning. ict in this sense enhances students’ growth mindsets. the lecturers continuously perceive that the use of ict leads students to autonomous and responsible learning. ict in this respect enhances students’ metacognitive awareness. lastly, the lecturers perceive that the use of ict makes students easily remember and comprehend the learned materials. 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(2011). thinking of the textbook in the esl/efl classroom. english language teaching, 4(2), 91–96. https://doi.org/10.5539/elt.v4n2p91. 64 | english franca, vol. 6, no. 1, 2022 empty page english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6880 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license sharpen listening skills through innovative probing-promting application of cake in limited face-to-face learning in the era of independent learning bastian sugandi1, ahmad syafiq2 ¹ universitas muhammadiyah lampung 2 universitas muhammadiyah lampung corresponding email: bastiansoegandi@yahoo.co.uk introduction this research departs from the fact that there are still many students who still get listening scores below the predetermined standard. this is a fact that occurs and can be proven by the fact that there are still many students who do not meet the toefl graduation qualifications in the listening section. currently, the toefl test has become a kemala, r. f., astuti, i. f., & maharani, s. (2019) requirement for prospective graduate students to master english language skills as an international language as evidenced by a test of english as a foreign language (toefl) certificate. the most downloaded english app, though, is the cake app. over 1200 grammarrelated exercises are included. basic concepts like tenses, pronouns, adjectives, adverbs, prepositions, word order, and so on can be taught with this. additional tools include exams, practice exercises, material design, and analytics. an interactive speaking tool called cake replicates a conversation with a native speaker! for ios (ipad and iphone) and android smartphones, cake app downloads are accessible. additionally, the cake program is a tool for learning english through other languages. playlist corporation created cake learn english for fee, which belongs to the education subcategory. this app has a variety of functions, including the ability to watch short films and engage in conversational speaking practice. at first, listening was a fairly difficult teaching, because not all schools/colleges provided adequate language laboratories, so listening practice did not run optimally. along with the times, listening practice can be done independently by using a personal cellphone abstract. the objective of this research is to find out the effectiveness of the application cake in order to increase the students listening comprehension easy and fun. the student also easy understands. there are two stages method of research. first, the researcher conducts a literature review, problem analysis, and observation, determines the sample, surveys on vocabulary comprehension, and pre-tests to determine the abilities of the research subjects. second is carried out by implementing the learning method which is then analyzed so that it leads to the final instrument test, then the last is the researcher conducted a post-test. meanwhile the instrument in this research is pretest and posttest. the sample of this research is members of the english club at the university of muhammadiyah lampung. the number of samples taken was 39 students. the instruments to be used are pre-test and post-test. the results of the pot test showed as many as 3 respondents got scores with a range between 40-50. a total of 7 respondents have got scored between 52-60, then dial with 7 respondents who got a score between 62-70. the highest score is dominated by the 4th series with 18 respondents who get scores with a range between 72-80. closed with 4 people who got a score between 82-90. the use of cake application in the listening learning process has quite a significant impact on learning achievement, when compared to the previous score, the post-test score is higher than the pre-test score. keywords: listening, innovation, probing promting http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english bastian sugandi, et al., 2023 sharpen listening skills through innovative probing-prompting application of cake in limited face-to-face learning in the era of independent learning 156 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 5 5 1 6 2 ) through an application that can be downloaded for free, so that listening practice can be done through online learning independently or done offline with the supervision of the teacher/lecturer. the cake application was the medium the researchers decided to utilize because of its intricacy and capabilities, which made it a tool that could be used anywhere and at any time. due to the fact that they could learn whenever and wherever they wanted and were not limited to just school, children could use it to develop their listening abilities. (hapipah et al., 2021). according to nawangsih (2019), playlist corporation, based in south korea, is the company that created the cake application. the cake application was used to hone reading, listening, and speaking abilities. in order to keep students from getting bored while studying, the information was more current and the vocabulary acquisition approach was a quick movie. there were a variety of themes accessible for the listening learning approach, and students could select the ones they were interested in. kaffah, s. a., & anshori, i. f. (2021) now learning english has become easier with several mobile applications and websites that provide online courses and learning. this application provides a listening feature with native speakers. it is hoped that students will be able to sharpen their auditory intuition so that it can help them to pass the toefl, ielts, toeic scores. because, the test is mandatory test to enter and pass university, especially university in developed countries. the test is also a requirement for those who will apply for scholarships to enter prestigious universities. in fact, there are still many students who have not taken advantage of technological sophistication in the learning process. they still use conventional strategies in learning listening skills. this is what makes them still not pass the various tests in english. considering that zuhdi, u. (2020) listening is a basic skill that is needed by students who can get wakhidah, r., maftuh, m. f., & maaliah, e. (2019). support other basic skills. this is in line with the objectives of the ptm strategic plan which supports the implementation of research that supports national development issues or programs, problem solving in society and the development of learning innovations. listening is the capacity to accurately hear and understand messages during communication. the key to any successful communication is active listening. messages are undoubtedly misconstrued when poor listening skills are present. as a result, the lines of communication are broken, and the core of the message may merely get agitated or irritated. due to how crucial the process of listening is, many of the greatest businesses provide listening skills training for their employees. this is not surprising given that effective listening can result in enhanced client satisfaction, increased production with fewer errors, and improved information exchange, all of which can lead to more creative and imaginative work. previous related study done by ariputri, g. p., & supraptono, e. (2015) that the use of applications in the world of education has been discussed in the title "improvement of english listening skill learning outcomes by using the android-based smarty way application". the purpose of this study was to find out how to improve and develop an android application that can be used to support learning english listening, implementing the application in learning so as to increase student learning outcomes and interest. the research sample was taken using purposive sampling. through the t-test it can be concluded that there has been a significant change in the use of the application. as many as 37 respondents experienced an increase in scores on the results of the post test. meanwhile, the differentiate between previous related research and this research was focuses on improving listening skills through the cake application which is wrapped in modern games used in the learning process so that the learning atmosphere becomes more fun, so that the material presented will be well absorbed. theoretical framework listening skill since listening is such a crucial function, many prestigious companies provide their staff members listening skills training. this should come as no surprise given that effective listening bastian sugandi, et al., 2023 sharpen listening skills through innovative probing-prompting application of cake in limited face-to-face learning in the era of independent learning 157 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 5 5 1 6 2 ) can result in higher productivity with fewer errors, better customer happiness, increased information sharing, and ultimately, more inventive and creative work. figure 1. time spent communicating according to oxford dictionaries, listening is the act of paying attention to sounds or events. one hears what the other person is saying while listening and attempts to understand what it means (wrench, 2018). according to halone et al. (1998), listening involves intricate emotive, cognitive, and behavioral processes. the drive to listen to others is an example of an affective process. cognitive processes also include paying attention to, understanding, receiving, and interpreting relational material and messages. behavioral processes also include providing verbal and nonverbal feedback to others. cake application the cake program is an english learning tool that allows users to advance their language abilities. one of the most intriguing apps for practicing english is cake learn english. this program is made to be simple to use. all ages can participate in the numerous exercises, and there are constantly new dialogues and updated terminology for users like us who are trained on a daily basis. additionally, the app offers ai-powered instructors that can assist us in honing our speaking abilities. this program should not be missed by anyone looking for a high-quality english speaking practice tool. one of the most widely used english apps is the cake app. it offers more than 1200 grammar-related exercises. this aids in the teaching of fundamental concepts such as tenses, pronouns, adjectives, adverbs, prepositions, word order, and so forth. other features include assessments, training exercises, material design, and analytics. a conversation with a native speaker is replicated in the cookies app's practice speaking feature! for ios (ipad and iphone) and android devices, cake apps can be downloaded. independent learning era this program aims to raise students' levels of literacy and numeracy. because of indonesia's poor performance in international education tests, instructors are now allowed to select the teaching strategies they believe would work best for their pupils. this opens up additional opportunities for creativity. "the essence of independent learning is to unlock the full potential of teachers and students to innovate and improve the quality of their learning independently. autonomy in teaching means not only following the bureaucracy, but also innovating," nadiem recently stated through teleconference. the minister asserts that while technology is necessary to improve teaching, instructors still play a crucial role in ensuring that students learn in a highquality manner. material and method the sample of this study is the members of the english club at the university of muhammadiyah lampung. the number of samples taken was 39 students. this research is bastian sugandi, et al., 2023 sharpen listening skills through innovative probing-prompting application of cake in limited face-to-face learning in the era of independent learning 158 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 5 5 1 6 2 ) study of literature observation choose sample observation sample survey listening pre-test analysis metode method implementation metode pembelajaran instrument test (final) post-test normality test and hypothesis publication 3rd stage 1st stage ang 2nd stage an experimental research through the steps: 1) pre test 2) treatment / treatment 3) post test. this study uses a quasi-experimental design so it does not require a control class. to obtain research data and the instrument to be used is a test consisting of pre-test and post-test. pretest will be conducted before giving treatment. this test was conducted for the first time to determine the extent of the respondent's ability to understand listening. after the pre-test was carried out, several treatments were carried out, namely the application of cake applications to the respondents. to find out the difference between before and after the treatment, the instrument used was the post test. this test is the last test before analyzing the data obtained. data analysis in this study used descriptive statistics and inference statistics. figure 2. flow chart research implementation problem analysis bastian sugandi, et al., 2023 sharpen listening skills through innovative probing-prompting application of cake in limited face-to-face learning in the era of independent learning 159 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 5 5 1 6 2 ) results and discussion results listening ability basically, students' listening skills still need to be improved. this is because english is an international language that is very important to master. listening skills are the basis for learning english. unfortunately, english as a foreign language so it is quite difficult for students to master. in order to improve their listening skills, there are actually many current strategies that can be used. in this study, an android-based application has been applied by combining listening teaching along with contemporary games. figure 3. pretest results the chart above shows that there are 5 respondents who get a score between 40-48. in the second series, there were 13 respondents who scored between 50-58, this is the highest number compared to other series. after that there are 6 respondents who get a range of values between 60-68 there are 10 respondents who get a score between 70-78 and the last as many as 5 respondents get a score between 80-88. from the data above it show that the results of students' ability to listen to information are still relatively low, this is shown by the large number of respondents who get scores below the minimum standard that has been set. figure 4. post test bastian sugandi, et al., 2023 sharpen listening skills through innovative probing-prompting application of cake in limited face-to-face learning in the era of independent learning 160 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 5 5 1 6 2 ) the chart above shows that there is an increase in listening ability after several treatments. this can be seen from the pot test values that have been listed in the diagram. a total of 3 respondents got scores with a range between 40-50. a total of 7 respondents scored between 52-60, and diul with 7 respondents who got a score between 62-70. the highest score is dominated by the 4th series with 18 respondents who get scores with a range between 72-80. closed with 4 people who got a score between 82-90. analysis of pre-test and posttest data in the experimental group table 1. data analysis data description scores pre test post test number of subjects (n) 36 36 mean (m) 58.18 78.77 standard of deviation 11.52 48.52 range 39 34 maximum score 75 94 minimum score 44 60 discussion the discussion is forced to find out the effectiveness of using application cake to sharpen listening skill of students english club universitas muhammadiyah lampung. according to nawangsih (2019), an english-learning program called cake is accessible to ios and android users. this playlist corporation-produced app has a number of alluring features, including the availability of video conversations and subtitles, the al speech recognition tool (which is used to check pronunciation), and it was even advertised as being available for free. this research applied this application to sharpen the students’ listening ability. the top score is dominated by the 4th series with 18 respondents who get scores with a range between 7280. closed with 4 people who got a score between 82-90. cake has the potential to become increasingly popular among many language learners globally as one well-known tool for enhancing speaking and listening abilities (momeni, 2022). the use of cake application in the listening learning process has quite an important effect on learning achievement, when compared to the previous score; pre-test score is lower than post-test score. it implies that using the cake application could help students obtain better results and encourage creative thinking and curiosity after they understand how to utilize it. accordingly, nur (2022) claimed that after using the cake application to improve student listening skills, students' listening skill was very significant and the grades obtained by students were very good so that they were able to give students more confidence in improving listening. this was especially true when using the cake application, when students were more at ease and felt interested in the material presented. furthermore, according to momeni (2022), the main goal of this app is to help language learners improve their educational experience by watching real films that concentrate on language that is used in particular contexts. which means, cake application is the one of applications that students can use to improve their english ability, especially listening skill. this study applied cake aplication as one of alternative strategies that the writer belived could sharpen the students’ listening skill. it was confirmed by the students’ listening achievement in post test which was higher that pretest. furthermore, listening activities by using cake application allowed the students to decide and choose their own listening material. additionally, according to nur (2022), using the cake application has increased students' interest in learning english, particularly listening, and their enjoyment of the instructional process. additionally, a large body of research has shown that these audio-visual aids are acceptable from a pedagogical standpoint because they support student-centered, self-paced learning across all professions, motivate students to engage in their learning, and ultimately boost their learning efficacy (mclean et al., 2016; yeh, 2022). bastian sugandi, et al., 2023 sharpen listening skills through innovative probing-prompting application of cake in limited face-to-face learning in the era of independent learning 161 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 5 5 1 6 2 ) in addition, the writer believed that the listening skill improve of the students more sharpen in this study was because followed the procedures of cake application naturally and they learn something from what they listen also could be caused by the effectiveness of that application used as medium in this study. therefore, the mean score has shown that cake application significantly sharpen the students listening skill compare with the mean score in pretest. it indicates that, the use of cake application in the listening learning process has quite an impact on learning achievement, when compared to the previous score; the posttest score is higher than the pre-test score. the post test results was higher than the pretest results. after doing this study, the researchers were able to conclude that using the cake application significantly improved students' listening skills. the cake application has considerably improved the listening skills of the students. thanks to the cake application, students are more passionate about studying english and particularly like hearing courses. the majority of the students engaged in each task actively thanks to the cake application. additionally, they make an effort to respond to each question. despite the fact that they are not under the watchful eye of researchers, students also practice listening more at home and at school. students appear to be really interested in the learning process because they may enhance their listening skills in this way.this relates to the research topic, according to the findings mentioned above. the researcher draws the conclusion that more students in the english club at universitas muhammadiyah lampung are using the cake application to enhance their listening skills. conclusion the act of listening involves hearing language. when listening, speech sounds must be recognized and converted into words and sentences. we use our ears to pick up specific sounds (letters, stresses, rhythms, and pauses) when we listen, and we use our intelligences to transform those sounds into messages that are significant to us. any language listening requires concentration and undivided attention. some people will need to work harder than others to master this ability. people who are problem-focused are typically not good listeners. a second language listener must pay closer attention. in this research, the results of the pot test showed as many as 3 respondents got scores with a range between 40-50. a total of 7 respondents scored between 52-60, then diul with 7 respondents who got a score between 62-70. the highest score is dominated by the 4th series with 18 respondents who get scores with a range between 72-80. closed with 4 people who got a score between 8290. the use of cake application in the listening learning process has quite a significant impact on learning achievement, when compared to the previous score; the post-test score is higher than the pre-test score. herminingsih 2021 (shockingawful, 2017:1) also asserted that the ability of the student or listener to focus refers to the student's or listener's capacity to pay attention to the information from the audio. focusing on the ears to hear the audio and then focusing on the eyes to read and match the text to the sounds are two different types of concentration. acknowledgement the author would like to deliver his gratitude to all people who contributed to the fulfillment of this research data, especially to the ministry of education, culture, research and higher education indonesia. references ariani, n. k. 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(2016). flipped classrooms and student learning: not just surface gains. advances in physiology education, 40(1), 47 55. https://doi.org/10.1152/advan.00098.2015. https://en.wikipedia.org/wiki/doi_(identifier) https://en.wikipedia.org/wiki/doi_(identifier) https://en.wikipedia.org/wiki/pmid_(identifier) https://en.wikipedia.org/wiki/pmid_(identifier) https://pubmed.ncbi.nlm.nih.gov/30180277 https://pubmed.ncbi.nlm.nih.gov/30180277 https://en.wikipedia.org/wiki/s2cid_(identifier) https://en.wikipedia.org/wiki/s2cid_(identifier) https://api.semanticscholar.org/corpusid:52155107 https://en.oxforddictionaries.com/definition/listen https://dx.doi.org/10.2307/359039 https://dx.doi.org/10.2307/359039 https://dx.doi.org/10.2307/359039 https://dx.doi.org/10.2307/359039 https://dx.doi.org/10.2307/359039 https://en.wikipedia.org/wiki/doi_(identifier) https://en.wikipedia.org/wiki/doi_(identifier) https://en.wikipedia.org/wiki/issn_(identifier) https://www.worldcat.org/issn/0010-096x https://www.worldcat.org/issn/0010-096x https://www.jstor.org/stable/359039 https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-and-ethics-of-public-speaking/s07-01-listening-vs-hearing.html https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-and-ethics-of-public-speaking/s07-01-listening-vs-hearing.html https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-and-ethics-of-public-speaking/s07-01-listening-vs-hearing.html https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-and-ethics-of-public-speaking/s07-01-listening-vs-hearing.html https://civilica.com/doc/1466657 https://doi.org/10.1152/advan.00098.2015 english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6959 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license investigating efl students’ speaking anxiety: a case study at english department of uinsu nurul aini¹, yani lubis² ¹ universitas islam negeri sumatera utara, medan, indonesia ² universitas islam negeri sumatera utara, medan, indonesia corresponding email: nurulainipiw@gmail.com introduction english as a foreign language is very essential in global communication. not only technology but also student motivation impacts the teaching and learning process (idaryani & fidyati, 2022). in indonesia, english is extensively used in the educational system, particularly from primary school to university. english, which is essential in global communication, is one of the topics that most indonesian education systems should include, from primary to higher education. many foreign language learners are concerned, as english becomes the language of preference. over the last 30 years, language anxiety has been a major issue in foreign language teaching and learning. speaking is one of the tools we use to communicate with one another in everyday life. speaking is highly important in human existence since it allows us to exchange our opinions, information, news, and ideas. speaking english in an english class can be difficult because students need to speak confidently in their new language. fluency indicates your ability to master a foreign language. students are often nervous, unconfident, and anxious. it's called foreign language anxiety. (fauzi et al., 2021). many foreign language learners are concerned, as english becomes the language of preference. over the last 30 years, language anxiety has been a major issue in foreign language teaching and learning. most efl students are likely to face anxiety when speaking and conversing in a foreign language in public(hanifa, 2018). many students may encounter difficulties while acquiring their efl language at higher levels. anxiety study began with native speakers when psychologists saw anxiety in various settings such as driving, testing, and stage performance(liu, 2018). speaking is one of the most productive abilities, and english students must be courageous and self-assured to deliver their message to their listeners. everyone must learn to communicate effectively with one another. english is a foreign language in indonesia that abstract. anxiety about speaking english has received a lot of attention in recent years. therefore, the purpose of this study was to describe the factors that caused students' language anxiety and their strategies for reducing anxiety in speaking english at class. participants in this study were 5 students’ english department in the second semester. the methods used in this study were descriptive and qualitative. data were obtained from interviews and observations. as a result, it shows that efl students in english department of uin sumatera utara, they feel anxiety in speaking english. fear of speaking english is due to a number of factors, both internal and external. the first factor was the type of the task, fear of making mistakes, the role of the language teacher, self-perception and the last is the limited exposure to english. moreover, the finding of this study also revealed that there were some strategies they used to reduce anxiety. there is preparation before speaking english, positive thinking, and strategy they used was peer seeking. keywords: speaking, anxiety, foreign language, spoken english. http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:nurulainipiw@gmail.com nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 36 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) all students should acquire from middle school to university level. because the primary aim of learning a target language is to improve one's speaking skills. as a result, foreign language learners often regard speaking as a success measure for learning a language. fear, on the other hand, becomes an issue for foreign language learners, whom themselves help convey messages and create communication in their environment (çağatay, 2015) anxiety is a negative manner of expressing human emotions. we feel apprehensive, frightened, and fearful when we are anxious. we battle, quiver, sweat, and our hearts race. anxiety is a multifaceted phrase that is based not only on one's feelings of self-efficacy but also on assessments of the potential and perceived hazards inherent in various situations (ansari, 2015). in this study, researchers analyzed problems found in the situational field. researchers collected data by observing students' anxiety when speaking. why do anxiety situations occur when speaking english? it has far-reaching effects on performance. therefore, there is a need to study and investigate the effects of fear on language learning so that students can acquire the language with minimal difficulty. as part of this study, indonesian learners studying english at the islamic state university of north sumatra (uinsu) must pass an english challenge. however, observations show that learners face difficulties in english classes. they demonstrate a lack of motivation and participation in classroom activities. reasons cited by most indonesian learners include a lack of selfconfidence and the difficulty of the english language itself. several researches has been undertaken to investigate her efl students' levels of anxiety around speaking performance. the researchers discovered that there is an urgent need to explore anxiety difficulties among efl learners during speaking performance. this is because it can lead to underdeveloped speaking skills and decrease students' performance in speaking and foreign language learning (darmawan et al., 2021). a substantial relationship was established between students' speaking scores and their fear of speaking in a foreign language. (tridinanti, 2018). her worried efl students have fewer continuous utterances, longer pauses in the middle of phrases, and more erroneous starts. mohd fadhli shah khaidzir (2015) researched foreign language anxiety in thai students in an efl classroom. as a result, bahasa revealed that, despite studying melayu as a second language, the majority of pupils experience language anxiety. the data point to a normal response. in other words, each time these kids learned a new foreign language, they experienced some degree of language anxiety(pahargyan, 2021). as a result, the goal of this study was to investigate the classification of anxiety levels, the factors that contribute to students' nervousness when speaking english, and the solutions students require to alleviate their anxiety. theoretical framework speaking anxiety speaking is a productive language ability that entails activities that involve two or more persons using verbal and nonverbal communication to send and receive messages. furthermore, the speaker should utilize proper vocabulary and language to express meaning clearly and concisely, as well as structure the dialogue in a way that the audience can understand. speaking has a detrimental impact on language anxiety learners, making them anxious about speaking the target language. according to basic (2011, p. 4), fear of speaking leads to 11 lower levels of self-confidence, and pupils are more likely to succeed in any situation, even if they have the skills to articulate themselves and the knowledge to be heard. this means that pupils who are afraid of speaking will fail and would prefer to remain mute than risk failing again. it is commonly stated that youngsters who are not initially encouraged to speak contribute to their limited opportunity to practice their speech abilities. furthermore, basic (2011, p. 10) claims that these pupils typically drop out early and remain silent during the school year. students that find it difficult to speak are typically silent and passive. they believe that they should only speak correct english and compare their abilities to native speakers of the target language. they are concerned that their nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 37 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) pronunciation is inadequate. even if a child is not as bright as the other pupils in the class, a lack of opportunity to participate in classroom activities might stymie learning. because of their lack of information, taciturn students are perceived as less intelligent. assessment of speaking anxiety the goal of measuring student language anxiety is to help language teachers understand the nature of foreign language fear, particularly when it comes to speaking, and to help develop solutions to lessen student language anxiety. as a result, learners frequently estimate their language learning progress and the efficiency of english courses depending on how much they believe their speaking skills will improve. when students have a fear of speaking, they have some trouble speaking. according to horwitz et al. (1986, p. 127), students who suffer from language anxiety experience uneasiness, anxiety, and discomfort when speaking in class. they believe that they should only speak correct english and compare their abilities to native speakers of the target language. they are concerned that their pronunciation is inadequate. in addition, horwitz et al. (1986, p. 127) state that three main factors produce language anxiety. three of them are communication apprehension, fear of negative evaluation , and test anxiety. communication anxiety disorder as a type of shyness marked by fear and anxiety when communicating with people. this problem revealed itself during speaking events in which pupils were required to speak in front of their peers. they were shy and didn't give their best effort. this answer is crucial in foreign language teaching. it refers to the level of worry or anxiety linked with an expected conversation with other individuals. furthermore, in communication anxiety, chan and wu (2004, p. 292) indicate that people are frequently fearful of the verbal communication they speak and listen to. 15 according to daly (1991), anxious pupils may find it difficult to grasp what others are saying or to get others to understand what they are attempting to communicate. they are supposed to be hesitant to speak in front of classmates and to wait until the teacher has completed asking a question before raising their hand, assuming that someone else would do so. as a result of this condition, students do not answer or participate when speaking in class. they also entice uninterested pupils to enroll in foreign language classes. fear of negative evaluation is the avoidance of evaluative situations and the assumption that others would evaluate them adversely. learners can be sensitive to peer evaluation. fear of negative evaluation is defined by chan and wu (2004, p. 292) as worry about other people's evaluations, anguish over their unfavorable evaluations, and expectations that others will regularly judge oneself. (sho, 2020)this circumstance causes pupils to avoid beginning talks with their peers or teachers. furthermore, (machmud & abdulah, 2018) contend that in their study, many students stated that they would be more inclined to speak if they were not fearful of making a mistake and being judged harshly in front of their teacher and peers. test anxiety is a type of stage fright disguised by the fear of failing an exam. this frequently occurs after a student has fared poorly on previous tests. they form negative prejudices about testing and have erroneous impressions about assessment circumstances(mulyono & saskia, 2021). furthermore, chan and wu (2004, p. 293-294) said that these pupils may have had painful exams in language classes or other disciplines and inadvertently transferred pictures of their dissatisfaction to modern english lessons. according to horwitz et al. (1986, p. 128), pupils who are worried about tests have an erroneous attitude about language learning. (rajitha & alamelu, 2020)these kids generally set unreasonable goals for themselves and believe that anything less than a perfect exam score is a failure. also, mayer (2008, p. 77) ensures that all students understand that taking a test implies they will be reviewed, evaluated, and compared with their classmates; states that he understands that it invites he also claims that children with test anxiety can experience a variety of physical, mental, and emotional symptoms. these 18 symptoms assist pupils in focusing on exam topics. it is tough to perform well when you lose or forget exam questions that you have previously learned. nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 38 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) material and method the qualitative research method was applied in this study, employing a case study methodology. the qualitative method was chosen since the goal of this study is to provide insight into situations of language anxiety among english language students, specifically worry over speaking english. a case study, according to fraenkel and wallen, is a qualitative research method that studies a single person, group, or noteworthy example to produce an interpretation of a specific situation or to generate relevant generalizations. because of the study case technique, the authors were able to examine specific students to better understand cases of language anxiety. the subject of this study was students of the english department in uinsu, medan. this amounts to 5 students who are considered to be anxious about speaking english. data were analysed in several steps. first, the author randomly selected five of her students as respondents to this survey. second, the authors observe in the respondent's classroom and collect on the same day. third, we interviewed students with observation sheet scores, relaxed, anxious, and somewhat anxious scores, and students with scores for behavior when speaking english in class. after collecting the data, the authors synthesized the results and related them to the research background, primarily the research question, the theory, and the methodology used to classify the data into manageable units. this study focuses on efl students' fear of speaking in the classroom. use a qualitative descriptive method. data sources from observations and interviews with students. observations were made through researchers observing the psychology of students in the class when speaking in front of the class. there are some unnatural psychology and psychological condition that need to observe such as flushed face, trembling, voice intonation/ articulation, gesture, and nervousness. in the social sciences, observation is used to collect information about people, processes, and societies. observation, particularly participatory observation, is a common methodological technique in ethnography and is used in many studies in anthropology and sociology. it is also a tool that teacher researchers in classrooms, social workers in community settings, and psychologists use to record and gather data on human behavior. the systematic explanation of events, behaviors, and artifacts in the social world is known as observation. an interview is a type of data collection method in which respondents are chosen at random. furthermore, this is a face-to-face conversation in which one or more respondents are asked to provide a reliable and validated measure in the form of verbal answers. in-depth interviewing, according to bungin, is the process of gathering information for investigative purposes through face-to-face conversations between an interviewer and an informant or respondent, with or without the assistance of an interviewer's guide. the authors explained the importance of this research and that all interviews would be conducted in the student's native language, bahasa, to obtain answers without limiting or inhibiting the students. those who indicated willingness to participate were invited for an interview. afterward, five participants were interviewed. of the remaining 5 participants, 2 were male and 3 were female. all the participants are second-semester students of the english department in uinsu. each interview lasted approximately 10 minutes and was recorded with the participant's permission. interview guides are price-adjusted and focused on foreign language anxiety. results and discussion result researchers conducted the survey and obtained data from all research tools including observations and interviews. data were analyzed to conclude the purpose of the study. in this section, researchers described the process of observing and interviewing outcome data. nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 39 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) table 1 data observation result participa nt unnatural psychology and physiology condition level of anxi ety flu she d fac e trembl ing voice intonatio n/ articulati on gest ure eye conta ct nervo us student 1     anxio us student 2    anxio us student 3      anxio us student 4   mildly anxio us student 5   mildly anxio us based on observations, there are five student samples. the first student exhibits psychological and physiological unnaturalness, including vocal intonation and pronunciation, gestures, eye contact, and nervousness. the second student, included in the fear level, exhibits unnatural psycho-physiological features such as tremors, gestures, and eye contact with her. a third student included in the anxiety level displays unnatural psychological and physiological symptoms such as tremors, gestures, and nervousness included in the anxiety level. the fourth student and fifth students show unnatural psychological and physiological phenomena, such as being easily tremors and nervous. the researchers concluded that all students in the sample felt anxious. this is because when speaking english in public, they not only spoke, but also engaged in other unnatural activities such as unnatural eye contact, shaking, and unnatural gestures. that's the only hallmark of anxiety levels. interview result finding from the data taken from the interview are shown in the following table: table 2. data observation result no. question result 1. please tell me something about how you have felt during speaking english in class? s1: “i feel scared to be in front of people include to be including front of my classmate, i often feel nervous and it makes me forget what to say” s2: “when i speak english, i often feel afraid that maybe i speak the wrong way, i feel not confident” nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 40 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) s3: “it’s hard to focus because looking at my friends’ face make me laugh and forget what to say” s4: “i feel a little bit nervous but i don’t take it as pressure so i can control myself to just focus on the material” s5: “i don’t put pressure at all if i speak english in class with my friend because in senior high school, i used to take part in speech contests” 2. what is the problem with speaking english? why? tell me more! s1: “the thing that bothers me the most is that i forgot what to say, its because i don’t know much about vocabulary” s2: “for me, it’s a lack of speaking practice, i don’t have friends to talk with so its rare for me to practice speaking” s3: “i fear making mistake so it makes not confident in speaking english” s4: “i’m nervous so it makes me not want to speak english with my friend” s5: “if i master the material, i have nothing that is a barrier in speaking english” 3. what do you think of the role of your lecturer to guide you in the teaching learning process? s1: “the role of lecturer has been good but sometimes i feel uncomfortable when the situation is nerve-wracking, it makes me afraid and trembling if i get a negative comments about my speaking” s2: “there is a lecturer who makes me fine when making mistakes in speaking, but also there is a lot of lecturers who makes me nervous to speak english in front of them” s3: “the role of the lecturer is fine and we have a good relationship with all our lecturers” nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 41 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) s4: “so far our lecturer is quite effective to transfer the lesson material” s5: “all is good, the lecturer a learning resource, as a student when i ask something, the lecturer can swiftly and responsively reply to student questions by using language that is easy to understand” 4. how do you think people in your classroom will react if you make a mistake in speaking english? s1: “my classmates don't intimidate me when i speak the wrong english” s2: “some of my friends are laughing at me, sometimes i feel embarrassed” s3: “they laughed at me because of my mistakes in speaking english” s4: “i think people in my classroom don’t like me so they act like they’re the best at everything” s5: “their reaction when i make mistake in speaking english is not friendly, they didn’t hesitate to reprimand me if i speak wrong english” 5. do you think english is a difficult language to learn? why? tell me more! s1: “i think yes because its so hard for me to remember vocabulary in english” s2: “of course, speaking is challenging for me, i’m afraid of making mistake” s3: “i think yea, there are complicated concepts to learn english regarding how to spell the word and pronunciation itself.” s4: “i think so, there are a lot of rules, a lot of grammar that i have to master it makes me confuse sometimes” s5: “i think it’s easy when you already know about the vocabulary and you keep practicing it with your friend” nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 42 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) 6. do you have any ideas of how english speaking skills might be less stressful? what did you do to reduce anxiety? please give me an example! s1: “i think having friend to speak english with makes me less stressful” s2: “doing a lot of practice is one thing that can overcome anxiety in speaking english” s3: “what i do to reduce my anxiety in speaking english is that i usually visualize my success, imagine that i can speak fluent english and people give me applause” s4: “to overcome my anxiety i usually just focused on my material of speaking not focused on my friend/audience” s5: “english speaking can be less stressful if you have friends that support you in english. not intimidate you when you make a mistake” based on observations and interviews, researchers received responses that most english department students in the english department of uin sumatera utara are afraid during class due to several factors. there were several factors caused by both internal and external politics. the first factor was the nature of the task. when students were asked to present an activity in front of the class, the task became anxiety-inducing. all of the students felt the same way about the anxiety they felt when they made a mistake. the third is the role of the language teacher. this relates to how teachers create a classroom atmosphere that is conducive to the teaching and learning process. the fourth factor is self-awareness, and self-awareness in this context is a perception that negatively impacts students. a final factor was my limited exposure to english. limited exposure to english around them hinders their development of communication skills. furthermore, researchers revealed ways students used to minimize anxiety after each interview. the findings revealed that they adopted effective anxiety-reduction measures. the first step was to prepare before studying english. students had a stronger sense of having materials to use in their studies as a result of this. the second method is to think positively. to manage language anxiety and reduce worry in the classroom, positive thinking as a psychological aspect was required. the final approach they employed was peer searching. this was something that students used to do. students enjoyed asking their peers about something they didn't understand, whether it was a sentence, the meaning of a word, or imprecise pronunciation. it proved to be a wonderful option for students. discussion the factors of students' fear of speaking english based on the interview result above, some factors makes students in the english department feel anxiety about speaking english, there is the task type, fear of making mistakes, the role of language teaching, self-awareness, and limited exposure to english. nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 43 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) task type when students were requested to present an activity in front of the entire class, the assignment became stressful. for example, tasks included speaking, storytelling, dialogue, role-playing, and presentation. when they had to practice speaking in front of their peers, their confidence helped them perform better (idaryani, 2020). fear of making mistakes according to interviews, most students felt the same about feeling anxious when they made a mistake (rajitha, 2020). the above data show that students were afraid of making mistakes when performing in front of the class. the type of fear of peer acceptance or reaction can affect english-speaking performance and for some students. if you make a mistake, you may fear negative judgment from your instructor. their way of thinking influenced the development of their language skills. because of my poor grades and fear of being evaluated by others, i was unable to speak freely while speaking english. self awareness the student's self-concept is one factor that adds to student anxiety about speaking performance (sho, 2020). negative thoughts and underestimating one's skills can lead to anxiety as one's self-esteem declines. the data presented above indicate that this condition is associated with low self-awareness. this condition was a psychological barrier to learning to talk well. students with this condition are concerned about what others perceive of them. the role of the language teacher the role of the language teacher also played a part in the existence of anxiousness. in this scenario, as a language teacher, the tutor must be able to select appropriate teaching methods and approaches to ensure a successful learning process. according to the data presented above, the lecturer's environment should be appropriate for the student's condition, as it affected the student's anxiousness when speaking english. teachers must consider how to respond to each student's errors. limited exposure to english to achieve their objective of speaking english fluently, students must practice speaking english daily. however, little exposure to english might stifle the development of communication abilities. according to the statistics, the english-speaking environment was unwelcoming to the students, and it was difficult for them to find english-speaking practice partners. on the other hand, the frequency of continuous practice was critical for lowering anxiety. (liu, 2018). the strategies of students to reduce anxiety data from interviews and observations showed that there are three strategies that students use to reduce anxiety. the strategies were pre-learning english preparation, positive thinking, and peer search. first, the majority of students stated that one strategy they can use is to prepare themselves before studying english. use the app to browse discussion topics and learn new pronunciations. then rehearse with a friend or in front of a mirror. zeidner was discovered to be a task-related preparation, used equally by students with high and moderate anxiety. exercise. as a result, with appropriate preparation, students can improve their skills. improving competence can aid in the reduction of student anxiety. (grieve et al., 2021) positive thinking is a second technique that many students employ. the researchers discovered what they were looking for in the interview once again. students responded that they should strive to believe they can talk english fluently, even if they don't know how, because confidence is crucial. it may alleviate their nervousness. furthermore, positive thinking is a psychological component in dealing with language anxiety and overcoming performance anxiety in class. language anxiety shares some common mental traits, such as fear of being laughed at in class, being shy to interact or talk with others, and being concerned about underperforming in comparison to other languages. nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 44 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) third, seeking a companion was a simple student anxiety-reduction technique. when presented with unfamiliar words or less clear pronunciations, students sometimes chose to ask their peers if they had any problems. you can talk with suitable learning partners or create small groups. this can be an effective solution, particularly if students can share their experiences and strategies with their learning partners (ansari, 2015). conclusion the study concludes that efl students at uinsu's english department are anxious and avoid speaking english. in the classroom, students face the issue of foreign language speaking anxiety. this study discovered characteristics that cause students to feel apprehensive when speaking english or when required to speak english in the classroom, as well as the ways they are employed to lessen their anxiety. research shows five variables contribute to student anxiety in foreign language classes. the first was the task's nature, the second was the fear of making mistakes, the third was the language teacher's function, the fourth was self-awareness, and the last was the limited usage of english. students prefer to be quiet all the time during learning procedures such as discussions and speaking activities, which can be more than just shame. this was not only an issue for pupils but also required additional attention to understand this common case. i also learned about the method used for pre-learning english preparation, positive thinking, and peer seeking were the tactics used. students must deal with anxiety difficulties. if the students knew what was causing their anxiety, they might have been able to overcome it, allowing them to enjoy anxiety-free learning. the study also suggests that there should be more studies on speaking anxiety in the efl students’ context. acknowledgement the authors want to say thanks to the leadership of islamic state university sumatera utara (uinsu). thanks to the supervisor and to the english franca publisher who helped publish and revise this journal. we would also like to thank the respondents who were willing to fill out this research questionnaire. references ansari, m. s. (2015). speaking anxiety in esl/efl classrooms: a holistic approach and practical study. international journal of educational investigations available online @ www.ijeionline.com, 2(4), 38–46. www.ijeionline.com. çağatay, s. (2015). examining efl students’ foreign language speaking anxiety: the case at a turkish state university. procedia social and behavioral sciences, 199, 648–656. https://doi.org/10.1016/j.sbspro.2015.07.594. darmawan, alam, s. p., & nirma, o. n. (2021). speaking self-efficacy of efl students of pre-service teaching program in efl classroom setting. jet (journal of english teaching), 7(2), 150–162. https://doi.org/10.33541/jet.v7i2.2582. fauzi, a. a., putri, d., & rahman, t. (2021). students’ anxiety about speaking english in public. grieve, r., woodley, j., hunt, s. e., & mckay, a. (2021). student fears of oral presentations and public speaking in higher education: a qualitative survey. journal of further and higher education, 45(9), 1281–1293. https://doi.org/10.1080/0309877x.2021.1948509. hanifa, r. (2018). factors generating anxiety when learning efl speaking skills. studies in english language and education, 5(2), 230–239. https://doi.org/10.24815/siele.v5i2.10932. idaryani, i., & fidyati, f. (2022). the impact of parental language ideology and family language policy on language shift and language maintenance: bilingual perspective. edulite: http://www.ijeionline.com/ https://doi.org/10.1016/j.sbspro.2015.07.594 https://doi.org/10.33541/jet.v7i2.2582 https://doi.org/10.1080/0309877x.2021.1948509 https://doi.org/10.24815/siele.v5i2.10932 nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 45 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) journal of english education, literature and culture, 7(1), 192. https://doi.org/10.30659/e.7.1.192-208. liu, m. (2018). interactive effects of english-speaking anxiety and strategy use on oral english test performance of highand low-proficient chinese university efl learners. cogent education, 5(1), 1–14. https://doi.org/10.1080/2331186x.2018.1562410. machmud, k., & abdulah, r. 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2020, iain curup p-issn 2580-3670, e-issn 2580-3689 relationship between motivation and discipline of students to student learning outcomes class xi vocational high school puji astuti sekolah tinggi ilmu kesehatan bina husada palembang astuti_fuji22@yahoo.com abstract learning outcomes are used as benchmarks used to measure students' success in bsorbing lessons and as an evaluation material for teachers in delivering learning material. student learning outcomes can be influenced by various factors such as learning discipline factors and student motivation factors. the purpose of the study was to see how the students' motivation and discipline relate to the results of learning english class students xi of smk bina bangsa kayuagung oki. the design of this study was quantitative descriptive with cross sectional. data collection uses secondary data. data analysis techniques were processed by chi-square test with a significant level of 95 and the largest error rate (α) of 0.05 or 5%. the results of the analysis of learning motivation towards students' learning outcomes in english were obtained ρ-value 1,000 (> α 0.05) and learning discipline towards students' english learning outcomes obtained ρ-value 0.142 (> α 0.05) it means that there is no meaningful relationship between motivation and learning discipline with the results of learning english in class xi smk bina bangsa kayuagung oki. students should improve and have curiosity and care about the acquisition of learning values. for schools to always provide opportunities and motivations for teachers to do more self-development which later can contribute positively to improving student learning outcomes. key words: motivation, discipline, learning outcomes. 2 | english franca, vol. 4, no. 1, 2020 introduction efforts to realize the purpose of implementing education are to create quality human resources and character as well as having noble character can be achieved if students have good learning achievements. learning achievement is used as a benchmark used to measure student success in absorbing lessons and as an evaluation material for teachers in delivering learning material so that there is an increase in learning achievement from year to year. student achievement can be influenced by various factors, but factors that greatly affect student learning achievement usually arise from within students. some of these factors include learning discipline factors and student motivation factors. according to moenir (2010) that discipline is a form of obedience to rules, whether in writing or not in accordance with what has been determined. hasibuan (2003) states discipline is a sense of selfawareness and the will of the individual to apply applicable norms and regulations. with habituation, discipline can be formed in an individual. a disciplined student will be able to divide his time in carrying out all daily routines, obey all regulations in the environment where he is and be able to adjust to the surrounding environment. in terms of learning, students who are disciplined will be easier in absorbing subject matter than students who lack discipline. this is because students who are disciplined in learning will always spend most of their time each day learning or useful activities. where individual enthusiasm for learning can grow both from psychological factors and non-intellectual nature. as stated (winkel, 2003) cited (puspitasari, 2012) explained understanding of learning motivation is a variety of self-made efforts that lead to activities for learning, as well as ensuring the continuity of these learning activities that give direction to their activities so that the desired goals are achieved. hamzah (2011), states that motivation in learning is an encouragement from within and outside the learners themselves when learning to get a change in habits. every student during the learning process wants good learning outcomes. where learning outcomes are changes in behavior obtained after following the teaching and learning process. to achieve good learning outcomes, each student must struggle and compete to achieve it. the problem that arises is whether students can learn by utilizing all the capabilities they have and the situations and puji astuti: relationship betwen motivation and discipline of students to student learning outcomes class xi vocational high school|3 conditions that exist in their environment to achieve maximum learning outcomes. while english is a compulsory subject that must be learned by students. as the situation and conditions at smk bina bangsa kayuagung ogan komering ilir (oki) that the motivation and discipline of student learning, especially in english learning still needs to be improved considering that english learning sometimes makes students lazy to follow it well. it certainly will require encouragement from both outside and inside of students. lack of will and feeling afraid when asked to speak english while studying, so they must be told or appointed first before they want to talk. the learning process becomes stiff and tense (interview, 2019). as an effort made by the school and english teachers, especially in increasing student motivation and learning discipline that is expected to have an impact on learning outcomes, namely by arranging english subjects at the beginning or at the first hour of learning. besides that when students are given assignments given enough time so that students can complete it well and on time (interview, 2019). preliminary data of observations made by the author related to this matter that the ability of students to obtain learning outcomes, especially english is still below the minimum mastery criteria (kkm) which is set at smk bina bangsa kayuagung in odd semester 2019/2020 is 7.0 and the condition of students when implementing teaching and learning processes that are less conducive, students do not focus on learning while learning. the non-conducive conditions include low student motivation, undisciplined learning, when students just enter the class and follow it, and consider learning english as a difficult subject, must memorize, and boring. pedagogical competence must be possessed by a teacher because teachers must have the ability to understand their students, be able to do learning designs and their implementation, conduct evaluations, and develop their students to bring out their potentials. so, actions that can be implemented by the teacher are doing several ways to foster motivation and discipline in learning activities at school, such as giving numbers / values, gifts, giving tests, knowing the results, praise, punishment, the desire to learn and interests. in reality everyone's motives in learning can be different from each other. there are students who study hard because they want to increase their knowledge, there are also students who study for fear of being scolded by their parents. 4 | english franca, vol. 4, no. 1, 2020 motivation and learning discipline applied in oki vocational school bina bangsa is to improve student learning outcomes or achievements, but not all students are motivated to succeed in learning and achieve maximum achievement. so there are students who have grades above the kkm and students who score below the specified kkm. so that by doing this research, the authors hope to provide an overview of teachers and students how important it is to have motivation and discipline of learning. to achieve good quality learning, teaching and learning process must be carried out systematically and not carelessly. this is what underlies the author feels interested and needs to conduct research activities on the relationship of motivation and student learning discipline with the results of english learning in class xi students of smk bina bangsa kayuagung oki. this study aims to see the relationship of student motivation and discipline with learning outcomes in english of oki vocational school students of smk bina bangsa. the results of this research are expected to be useful and useful: (1) students, the existence of learning motivation can improve learning achievement and increase knowledge about several factors that can affect their learning achievement; (2) the teacher, contributes to efforts in improving learning outcomes especially in english and other subjects in general, as well as providing knowledge about the relationship between discipline and learning motivation towards student achievement; and (3) educational institutions as an alternative as an effort to advance the quality of learning and teacher competence. theoritical framework definition of motivation according to mc. donald (in sardiman, 2011), it states that "motivation is a change of self in someone who is marked by the emergence of" feeling "and preceded by a response to the existence of goals". according to hamzah (2011), stated that "motive is the driving force in a person to carry out certain activities, in order to achieve certain goals. thus motivation is the impetus that is in a person to try to conduct better behavior in meeting needs ". purwanto (2002), said that there are two principles for knowing one's motivation: puji astuti: relationship betwen motivation and discipline of students to student learning outcomes class xi vocational high school|5 a. motivation is seen as a process. knowledge about this process that will help us explain the behavior we observe to describe other behaviors in a person. b. from this process we can determine a person's character by looking at clues from his behavior. are these clues convincing enough, so they can explain other behavior. that in motivation there are basic components, such as moving, directing and sustaining people's behavior. to move means to give strength to an individual; lead someone to act in certain ways. for example the power in memory, effective responses, and the tendency to get pleasure. motivation also directs or channels behavior. as such it provides a goal orientation. individual behavior is directed towards something. to maintain and sustain behavior, the surrounding environment must strengthen the intensity and direction of individual impulses and forces. from the definitions of motivation above, it can be concluded that the notion of motivation is a driving force that can provide strength and direct the activities of a person in making an effort to achieve the desired goals. motivating students means moving students to do something. definition of discipline the term discipline originated from latin, namely disibel which has followers, in accordance with the development of the time the designation became, which means obedience or which involves the order. in line with this rahman (2011) revealed that "discipline comes from english dicipline which contains several meanings. among them are self-control, forming a moral character, correcting with sanctions, as well as a collection of several rules for regulating behavior. in the learning process it is necessary to have a disciplined attitude, slameto (2013) revealed that "learning is a process of change obtained from the efforts made by a person to obtain a new change in behavior as a whole, as a result of his own experience in interaction with his environment". then according to moenir (2010) "discipline is a form of obedience to rules, both written and unwritten that have been set. there are two types of discipline that are very dominant according to what the individual wants. first discipline in terms of time and work discipline or deeds ". thus the two types of discipline put forward by moenir are unity that can not be separated and influence each other, for example if a 6 | english franca, vol. 4, no. 1, 2020 child is present on time at school does not arrive late at the start of class time, but he does not immediately do things according to the conditions as students in the classroom such as not directly opening the subject book but chatting with his friend of course this will harm the child himself, so that with discipline students are encouraged to learn holistically wherever students learn. discipline is very important in teaching and learning activities in schools. this attitude can create a learning atmosphere that is comfortable and conducive to learning. discipline is one of the factors that can affect learning achievement. hasibuan (2003) mention that discipline is awareness and willingness of a person to comply with applicable norms and regulations. without discipline, it is difficult for someone to achieve the desired goal. because discipline is the first step to achieving an educational goal. anneahira (2012) also revealed that: "in the world of education, discipline is a fixed price to be paid by students. the influence of discipline on learning achievement is very large so it really needs conditioning to grow and develop a disciplined attitude to the patterns of student life". if a student has a disciplined attitude in his learning activities, the obedience and perseverance of his learning will continue to increase so as to make learning achievement increase as well, this was also expressed by tu'u (2004) who stated that: "learning discipline will have a positive impact on student life, encourage them to learn concrete practices in life at school and be able to adapt ". but discipline at school is not an attempt to make children withstand behavior that is not accepted at school, but rather an attempt to introduce ways or provide experiences, which ultimately leads children to own ownership of a discipline from within. this is in line with mas’udi (2000) who argues that "discipline is the awareness to carry out work in an orderly and orderly manner in accordance with applicable regulations with full responsibility without coercion from anyone." this is in line with masudi (2000) who argues that "discipline is the awareness to carry out work in an orderly and orderly manner in accordance with applicable regulations with full responsibility without coercion from anyone." from on the various opinions of the experts above, that the discipline of learning is a complicated thing to learn because it is a complex thing and has a lot to do with knowledge, attitudes and behavior. learning discipline is a student's obedience in learning shown by actions that adhere to the rules that apply in his place both at school puji astuti: relationship betwen motivation and discipline of students to student learning outcomes class xi vocational high school|7 and at home so he is able to prove that he can adapt to his environment for the formation of good character and always moves in the direction more advanced so that satisfying learning achievement can be achieved. for this reason the disciplinary problem discussed in this study is the discipline carried out by students in their learning activities both at home and at school. speaking strategies and good language learner strategies it is important for students to recognize their own weaknesses and strength in learning, particularly learning a language. an ability to select and use suitable strategies in learning to speak english will help them build their ability to speak english easier and faster. the successful of learning to speak english, especially for the learners who learn english s foreign language, is influenced by several factors. two of them are knowledge about strategies in learning to speak and the students’ ability to select the appropriate strategies for themselves. the successful in mastering these two aspects will bring the students to be good language learners. rubin and thomson (nunan, 1996) characterize the good language learner strategies as follow: 1. good learners find their own way. 2. good learners organize information about the language. 3. good learners are creative and experiment with the language. 4. good learners make their own opportunities and find strategies for setting practice in using the language inside and outside the classroom. 5. good learners learn to live with uncertainty and develop strategies for making sense of the target language without wanting to understand every word. 6. good learners use mnemonics (rhymes, word association, etc) to recall what has been learned. 7. good learners make error work. 8. good learner use linguistic knowledge, including knowledge oft heir first language in mastering a second/foreign language. 9. good learners let the context (extra linguistic knowledge and knowledge of the world) help them in comprehension. 10. good learners learn to make intelligent guesses. 11. good learners learn chunks of language as a whole and formalized routines to help them perform beyond their competence. 8 | english franca, vol. 4, no. 1, 2020 12. good learners learn production techniques (e.g. techniques for keeping a conversation going). 13. good learners learn different styles of speech and writing and learn to vary their language according to the formality of the situation. richards and renandya explain some considerations in the form of test of a technique’s potential for creating or sustaining intrinsic motivation of which represents a facet of principle of intrinsic motivation (richards, jack, 2002). for instance, the technique should appeal to the genuine interests of the students, the technique should be presented in a positive, enthusiastic manner and the students are clearly aware of the purpose of the technique. furthermore, they add that the teachers should consider whether the technique encourage students to discover for themselves certain principles or rules rather than simply being ‘told’ and whether it also encourage students in some ways to develop or use effective strategies learning and communication. there are some techniques that can be applied by teachers in teaching their students to speak english, such as role play (with one student-taking the role of a foreigner), naïve-speaker visitor answer questions n specific topics, pen friends (by mail or e-mail), group presentation, interclass debate, speech competitions, concerts (plays and singing) definition of learning outcomes general, the understanding of learning outcomes is a change in behavior and overall ability possessed by students after learning, which manifests in the form of cognitive, affective, and psychomotor abilities (not just one aspect of the potential) caused by experience. understanding learning outcomes is an outcome of the interaction of learning and teaching activities. the teaching activities ended with the process of evaluating learning outcomes. from learning activities that learning outcomes are the end or the top of the learning process mentioned (dimyati and mudjiono, 2013). meanwhile, according to susanto (2013) understanding of learning outcomes is a change that occurs in students, both concerning cognitive, affective, and psychomotor aspects. learning outcomes are learning achievements are the maximum results obtained after participating in a learning activity in which the activities are carried out in order to get good recognition of their learning efforts within a certain period of time. puji astuti: relationship betwen motivation and discipline of students to student learning outcomes class xi vocational high school|9 to assess student achievement a number of tests are needed. as revealed mulyasa (2008) which states that: "the assessment of learning achievement at the classroom level is an assessment made by the teacher or educator directly. assessment of learning achievement is basically an activity to measure changes in student behavior ". the success of a person and vice versa in learning can be caused by many factors that can affect the achievement of learning achievement, namely factors that originate from within and from outside himself. there are factors that determine the achievement of learning achievement as suggested by dalyono (2005) which states: (1) internal factors (originating from within) such as discipline, physical and spiritual health, interests and talents, will, and ways of learning; (2) external factors (originating from outside the self) include family, school, surrounding environment and society. from on the experts' description above, it is stated that there are various factors that influence learning achievement, both from outside and within students, of course there is a need for harmony in the learning process between students as learners and teachers as facilitators. thus the researcher concludes that learning outcomes are learning achievements achieved by students in the process of teaching and learning activities by bringing a change and the formation of a person's behavior. learning outcomes as a measurement of the assessment of learning activities or he process of learning activities that are described in the form of symbols, letters or sentences that define the results achieved by students in a certain period. research methodology the research design is a quantitative descriptive approach, using cross sectional, as can be seen in the picture as follows: figure 1. research design x1 x2 y y 10 | english franca, vol. 4, no. 1, 2020 information : x1 = learning motivation x2 = learning discipline y = learning outcomes this research was conducted in oki vocational school bina bangsa vocational school and was conducted on december 20 2018 until january 10, 2019. the number of the population is all students of class xi vocational school bina bangsa kayuagung as many as 31 students. in the sample selection the researchers used a saturat ed sampling technique totaling 31 students of smk bina bangsa kayuagung. sugiyono (2017) says that: "saturated sampling saturated sampling is a way of selecting samples with members of the population used for the sample as a whole. the questionnaire used in data collection uses several choices of answers from positive and negative statements : strongly agree (ss), agree (s), disagree (ts), and (strongly disagree (sts). table 1 questionnaire scores answer category ss s ts sts positive negative 4 1 3 2 2 3 1 4 the researcher uses secondary data taken through documentation techniques in the form of a list of students' grades in english. data processing techniques using quantitative analysis with univariate and bivariate statistical analysis. to find out the significance of the relationship between the two variables, it is calculated by using a statistical test at the significant level of 95 and the largest error rate (α) of 0.05 or 5%. with the following criteria: (1) there is a significant relationship between the independent variable and the dependent variable if ρ-value ≤ α (0.05); and (2) there is no significant relationship between the independent variable and the dependent variable if ρvalue> α (0.05). puji astuti: relationship betwen motivation and discipline of students to student learning outcomes class xi vocational high school|11 findings & discussions based on the results of the discussion frequency distribution variables motivation and student learning discipline with student learning outcomes in english is as follows: first, frequency distribution of student motivation of 31 respondents ie there are 3 respondents (9.7%) who have high learning motivation and as many as 28 respondents (90.3%) who have low learning motivation. low or high motivation to learn students can be known from many factors, this is according to the results of research conducted (dwi tri santosa and tawardjono us, 2016) that the causes of low motivation to learn students in class xi department of motorcycle engineering smk muhammadiyah 1 bambanglipuro is from extrinsic factors of 51,88% included dynamic elements in learning and learning; teacher's efforts in teaching students and the students' environmental conditions. while the intrinsic factor of 48.12% includes the condition of students; student abilities and student ideals. second, the frequency distribution of students' learning discipline from 31 respondents who have high learning discipline as many as 2 respondents (6.5%) and who have low learning discipline as many as 29 respondents (93.5%). as the results of research conducted by (nur halifah djahara, abd munir, and dhevy puswiartika, 2017) that student learning discipline basically can influence the learning outcomes of class xi students of smkn 5 palu where the results of the research show 4% of students have very disciplined learning high, 52% of students have high learning discipline, so 44% from students have low learning discipline. third, the frequency distribution of learning outcomes of 31 respondents who have good learning outcomes as many as 12 respondents (38.7%) and who have less learning outcomes as many as 19 respondents (61.3%). analysis of the relationship between motivation variables and learning discipline with student learning outcomes in english is as follows: first, the relationship of learning motivation with students' english learning outcomes at smk bina bangsa kayuagung oki out of 12 respondents who have good learning outcomes with high motivation as much as 1 respondent (33.3%), and students who get good learning outcomes with low motivation as many as 11 respondents ( 39.3%). while from 19 respondents who have poor learning outcomes with low 12 | english franca, vol. 4, no. 1, 2020 motivation as many as 2 respondents (66.7%), and students who get poor learning outcomes with low motivation as many as 17 respondents (60.7%). from the statistical test using chi-square obtained ρ-value = 1,000, these results indicate that there is no relationship between motivation with english learning outcomes in class xi smk bina bangsa kayuagung oki. second, the relationship of learning discipline with the results of students' english learning at smk bina bangsa kayuagung oki from 12 respondents who have good learning outcomes with high discipline as many as 2 respondents (100%), and students who get good learning outcomes with low discipline as many as 10 respondents (34.5%). while 19 respondents who had poor learning outcomes with high discipline were not found (0%), and students who obtained poor learning outcomes with low discipline were 19 respondents (65.5%). from the statistical test using chi-square obtained ρ-value = 0.142, these results indicate that have not relationship variable discipline toward english learning outcomes of students of smk bina bangsa kayuagung oki. the results of the calculation of student motivation variables obtained ρ-value 1,000 (<α 0.05), meaning the null hypothesis (h0), which means there is no positive relationship between learning motivation with student learning outcomes oki vocational high school vocational school. likewise, the results of the calculation of student learning discipline variables obtained value ρ-value 0.142 (<α 0.05) means the null hypothesis (h0), which means there is no positive relationship between learning discipline with student learning outcomes in class xi of smk bina bangsa kayuagung. conclusion & suggestion conclusion based on the results of data processing and discussion of researchers, it can be concluded that there is no positive relationship between learning motivation and student learning outcomes in english in class xi of smk bina bangsa kayuagung oki obtained ρ-value 1,000 (<α 0.05). not found positive relationship on the discipline variable with student learning outcomes in class xi students of smk bina bangsa kayuagung oki obtained ρ-value 0.142 (<α 0.05). puji astuti: relationship betwen motivation and discipline of students to student learning outcomes class xi vocational high school|13 suggestion based on the research findings and discussion obtained and conclusions as outlined above, some suggestions that researchers can convey as followings: 1. for students to be able to increase their curiosity and care about the acquisition of their grades, then if that happens it will be most likely to improve student learning outcomes themselves. 2. for the school to always provide opportunities and motivation for teachers to do more self-development so that they will be able to make a positive contribution to improving student learning outcomes. 3. for further researchers, it is possible to carry out further research in an effort to improve the learning outcomes of students of smk bina bangsa kayuagung, especially in english and other subjects in general. references anneahira. 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(2004). peran disiplin pada perilaku dan prestasi siswa. jakarta: grasindo. 16 | english franca, vol. 4, no. 1, 2020 english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6594 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license indonesian students’ growth perception of an english immersion program widya rizky pratiwi universitas terbuka, tangerang selatan, indonesia corresponding email: widya_pratiwi@ecampus.ut.ac.id introduction english is taught as a foreign language in indonesia and is rarely used in a broad community. nevertheless, learning english is very important because it is an international lingua franca (köylü & tracy, 2022). it facilitates the bridge between languages, economies, and cultures, provides information, and enables people from different countries to interact and work together. as part of a globalized free market, the indonesian government works to prepare its citizens for many opportunities. it provides the exchange of experience, knowledge, and expertise for which english is needed as a communication medium. globalization unavoidably affects all walks of life, including indonesia. however, english language learning is limited in indonesian communities (liando & tatipang, 2022). in addition, indonesian efl teachers face many challenges. students may be reluctant to learn english. they could be shy, afraid to make mistakes, or disinterested. english instruction may need more timetabling, poor resources, inappropriate materials that do not match student proficiency, limited facilities, and overcrowded english classrooms (pratiwi, 2019). grammar-based pedagogies persist even though the practical use of english has been promoted in indonesian curricula since 1980. while functional approaches foster communicative competence and a comfortable and engaging environment that encourages learning and teaching, grammar-based approaches engender students' perceptions that english is burdensome (ayuni & susanti, 2018). fitriani (2019) explains that a lack of authentic experiences in using english for communication is a significant obstacle for indonesian efl students. even after studying english for many years, students are often unable to communicate well with native speakers. some affluent parents, dissatisfied with indonesian english education, may send their children to study overseas, which is very expensive (pratiwi et al., 2020). however, not all parents can choose this option, perpetuating unequal access to appropriate english abstract. becoming a part of an english village as a form of immersion program differs significantly from studying english in a classroom setting where students can directly practice speaking in real-life situations. this study looks at how indonesian students perceive the benefits of intense classes in an english immersion program on their cognitive development both during and after the program. the biggest indonesian english village, kampung inggris pare, was the location. this qualitative case study involving participant observation, interviews, and photos included 14 participants. an interactive analytic model was then used to gather, reduce, present, and make conclusions from the data. according to the study, most participants improved after taking intense english classes in kampung inggris pare, especially in the cognitive areas. vocabulary was the area where they felt most heavily upgraded (hug), followed by fluency and pronunciation. this study suggests that an immersion program like english village is one way to address several issues with english learning in schools. an english immersion program's intense sessions might be advantageous for students. keywords: students’ perception; cognitive progress; immersion program; english village http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:widya_pratiwi@ecampus.ut.ac.id widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 58 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) education. seeing reality, the indonesian government is working to improve student attainment of desired foreign language outcomes by providing more opportunities for immersive education. this initiative is a response to increasing dissatisfaction with instruction focused on english grammar and memorization, which is common in many public schools (knell et al., 2007). actually, some ways can be accomplished by efl students to acquire the english language acquisition, such as taking courses at language institutes, private tutoring, international schools, or studying abroad. however, learning works best when the students feel comfortable and relaxed (crespo, 2020). in fact, as has been explained, efl teachers find some difficulties in teaching oral communication skills (utami, 2019). one affected factor is a learning environment. based on the problems, some researchers (lan, 2020; crespo, 2020) report that immersion programs have been demonstrated to positively influence the students’ english competence, and these programs may be far more costly in time and money. english immersion programs obtained some advantages not only in language acquisition but also in cultural recognition for all the program participants (noguchi, 2019). thus, immersion programs can be a solution to learning english comfortably and relaxed with a supporting environment. one kind of immersion program provided in indonesia is english villages ((pratiwi, 2019; supriyono et al., 2020). english village is a rich environment that integrates the learning of a foreign culture with language teaching through experiential classes in which students can interact in english outside of the classroom, offering substantial opportunities for transactional authenticity (erni et al., 2021). the concept of english village is one of the immersion programs developing in efl and esl countries that share the goal of offering students an immersive experience in a second or foreign language habitat. the english village setting offers many opportunities for true transactional interaction. students can communicate in english outside of the classroom in larger society once they have acquired the knowledge in lessons. inside multicultural theme parks, the english villages blend content-based language immersion with informal and experiential learning. the english village themes promote a more universal, forwardthinking, and constructivist understanding of learning in general and english language learning in particular in educational theory, policy, and practice. the largest english village that exists in indonesia is kampung inggris pare. indonesia's premier english village of kampung inggris pare is translated as the english village of pare. it is different from english villages in other countries such as south korea. according to yulianingsih et al., (2018.), kampung inggris pare is a fully-running community located in a suburb of pare in kediri, regent of east java. the village is organized around 160 english institutions (rasyad & riyanto, 2018). the village includes many community businesses such as bicycle rentals, food stalls, dormitories, boarding houses, cafes, and restaurants to meet the daily needs of students from across indonesia. these institutions provide students with instruction in english. in addition, the surrounding javanese and bahasa-speaking communities support an immersive language environment by providing facilities and services to the students in english. many people from around indonesia and neighboring countries participated in this english village to learn and practice speaking english directly. the diversity of students' origins certainly makes the adaptation process in the english village of kampung inggris pare unique. besides, this uniqueness attracts researchers' attention to studying this indonesian center of english acquisition, even though it is less of a study (mahruf, 2019; malik, et al., 2020; sari & rozimela, 2021). most researchers found that this english village effectively improves students' english skills. however, none investigated and linked the studies as an immersion program domain. therefore, this study was focused on investigating indonesian students’ perception of immersion programs regarding their progress, especially related to their communicative competence, during and after joining widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 59 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) intensive classes in this english village-based immersion program. the guiding research question was: 1. at what level is the progress of indonesian students’ growth during and after studying in this english village-based immersion program?” 2. how do indonesian students perceive their progress during and after joining intensive courses in this english village-based immersion program?. theoretical framework this session presents some theoretical frameworks that support the current study. it involves an immersion program, speaking skills, and the nature of perception. immersion program immersion refers to an approach to second language instruction where the usual school curricular activities are conducted in a second language (curtain, 1986). immersion is a communicative approach that reflects the essential situation of first-language learning and, at the same time, responds to the special needs of second-language students (genesee, 1985). in this approach, the second language is not taught as the content of instruction. however, it functions as its medium of instruction, the material or communication between teacher and students or between students in the classroom. for example, in a science class, a teacher uses a second language to lead a lesson on simple and complex cells, where the second language functions as academic communication (genesee, 1985). thus, a language immersion program provides for the teaching and learning of regular school subjects while at the same time responding to the communicative needs of second language students. efl immersive learning accelerates english acquisition. language institutes, private tutoring, international schools, and studying abroad may not be as effective or desirable in improving linguistic proficiency. in contrast, immersion programs have been demonstrated to positively influence the students’ english competence, and these programs may be far more costly in time and money. one form of english immersion program found in some asian countries is the english village. it shares the goal of providing students with an immersive experience in a second or foreign language environment. the english village provides many facilities that support the use of english in daily interaction (pratiwi et al., 2020). therefore, it is believed to have many features that contribute to the improvement of english learning in indonesia. speaking skills language has a central role in students' intellectual, social, and emotional development, and it is the key to successfully studying all subjects and evolving all areas of human working. learning the language is aimed at communicating or speaking. good english speaking is essential, especially for students, because it becomes a weapon for exploring the world. therefore, improving english speaking competence is a critical point for indonesian students, as it is highly needed to contribute to students improving their communication skills. according to porcheron et al. (2018), speaking is a speech production that becomes an element of daily activities. it is reported as an effective language acquisition skill, which involving communication skills, as well as other crucial components like pronunciation, intonation, grammar, vocabulary, etc. (rizqiningsih & hadi, 2019). it is the process of sharing knowledge, emotions, needs, opinion, or ideas that take place between the speaker and the listener. in conclusion, speaking is a creative process and an active interplay between speaker and listener that integrates feeling and thought. according to harris (1969), speaking ability comprises four elements: pronunciation, grammar, vocabulary, and fluency. widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 60 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) 1. pronunciation: students can talk more clearly by pronouncing their words while they speak. it concerns the phonological processes determining how sounds vary and pattern in a language. 2. grammar: these processes are necessary for students to arrange a correct sentence in conversation or to be able to manipulate the structure and tell appropriate grammatical forms apart from inappropriate ones. grammar helps learn the right approach to becoming proficient in a language orally and in writing. 3. vocabulary: lack of word choices makes it difficult for someone to express themselves verbally or in writing effectively. hence, vocabulary refers to the proper diction employed in communication. 4. fluency: fluency is known as the capacity to talk clearly and smoothly. if students can speak english fluently, they might be described as english masters or as having a good command of the language. the nature of perception perception is perception is the way people try to understand the world and sensory inputs around them involving five sense organs to gather information (dwinata, 2017).. it is interpreted as observing a person toward the environment by using his feelings to become aware of everything in his environment (said et al., n.d.). it is also explained that perception is the process of receiving stimuli through the sense, which is perceived by attention or awareness that the individual can determine, interpret, and appreciate what is observed. based on said's point of view, it can be assumed that people's perceptions of the same object or concept can differ. it depends on how people pay attention to the item, how deep the interest is, how high the motivation is, how long the process takes, how much hope, and so on. material and method this research examined indonesian secondary and tertiary students' growth perception of an english immersion program from the cognitive and non-cognitive aspects during and after having intensive classes in an english village. i purposely selected participants and locations at kampung inggris pare in tulungrejo and pelem village, the suburbs of the town pare in kediri regent of east java, indonesia. i conducted the study in kampung inggris pare because it is the largest indonesian english village. besides, teaching and learning differ from what is often encountered at school. it was a qualitative research design with a case study approach. atmowardoyo (2018) mentions some kinds of research methods that may be beneficial in tefl studies, including a case study. he explains that a case study involves an in-depth examination of an individual, an organizational unit, or an event with unique characteristics. numerous researchers have utilized case study methods in tefl research to develop theoretical descriptions based on the phenomena associated with english language teaching and learning. fourteen participants were involved in this research. they were selected from six english institutions focused on speaking programs: mr. bob, the daffodils, kresna, global english, ella, and peace academy in kampung inggris pare. several factors were taken into account when selecting the participants. first, male or female. second, the volunteers were my classmates at these six english institutions. third, they were pupils who had completed at least a junior high school. fourth, participants traveled to kampung inggris pare for the first time when this research did. and fifth, the selected participants agreed to participate in this research. these above considerations were made for the following reasons: 1) males and females were given equal opportunities to participate in this study to avoid gender discrimination; 2) participants were chosen from is' classmates to be easily observed; 3) widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 61 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) this research did not specifically target elementary or junior high school students because the majority of them lack the capacity to act and make their own decisions, where students in this age group typically still relied on their teachers and parents. the last factor in selecting the participants who first attended kampung inggris pare was to quickly gather the students' standpoints on the differences in their learning experiences and progress before and after visiting and studying in this english village-based immersion program. of course, these considerations affected the validity of the observations, interviews, and other data collecting. as a qualitative researcher, i conducted a participant observer. i came to the classroom daily to learn, did the assignment together, and built relationships with potential participants within and outside the classroom. this way encouraged me to have more opportunities to conduct observations, semi-structured interviews, photographs, or even casual conversations. i collected the data using a field note for observation, a voice recorder and a guideline for semi-structured interviews, and a camera to take photographs. students’ perception of the cognitive progress adapted from four speaking elements echoed by harris (1969). however, the interview questions that was supported by observation did not focus on grammar due this element was offered in a different class. as observed, in kampung inggris pare, students in level basic and intermediate learned speaking and grammar in different classes. students who chose speaking class were directed and trained to speak confidently by ignoring grammar. the primary purpose was for students can speak without fear of making grammatical errors. in contrast, students who took grammar classes were more concerned about how the language was used in good grammar and structure. these students were also trained to complete the english test with grammar. thus, the questions asked about pronunciation, vocabulary, and fluency. the questions started by asking closed-ended interviews of participants' thoughts about their speaking elements' progress during and after studying in this place. further investigations were carried out to explore about some factors behind the highly upgraded or minor improvement (un-upgraded), such as what makes the participants’ speaking elements highly upgraded (hug), upgraded (ug), slightly upgraded (sug), or un upgrade (uug). the example of open-ended questions as follows: table 1. list of questions no questions note 1 what do you think about your pronunciation progress during and after studying in this place? you may choose four of the choices: highly upgraded (hug), upgraded (ug), slightly upgraded (sug), un-upgraded (uug). 2 what do you think about your vocabulary growth during and after studying in this place? 3 what do you think about your speaking fluency during and after studying in this place? 4 what makes your pronunciation highly upgraded, upgraded/ slightly/ upgraded/ unupgrade? 5 what makes your vocabulary highly upgraded, upgraded/ slightly/ upgraded/ un-upgrade? 6 what makes your speaking fluency highly upgraded, upgraded/ slightly/ upgraded/ unupgrade? widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 62 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) analyzing the data began with gathering the raw data, such as transcripts, field notes, or pictures. the subsequent phases included gathering and preparing the data for analysis, looking through all the data, manually or digitally coding it, connecting themes and descriptions, and finally assessing the significance. then, for the trustworthiness degree of this research result, creswell (2014) reported eight primary validity strategies, some of which were applied in this research, namely triangulating, detailed description, member checking or negotiation, clarifying the bias i brings to the study, and prolonged time. results and discussion result to find out how indonesian students perceive their progress after intensive classes in an english village, especially in improving speaking skills, i investigated the impact of implementing learning strategies based on students' perceptions. studying the world indicates the need to examine perceptions and ideas constructed, and the world is mainly the world of perceptions, images, or mental concepts. thus, when people want to study something, what should be initially known is where, when, and how to meet and learn it. therefore, perceptions and senses perform a unique source of how to experience something. three questions were developed based on the cognitive strategy applied in learning english, especially for those who took the speaking class. these questions aimed to know the students' perception of their pronunciation, vocabulary and speaking fluency after studying for months in an english village of kampung inggris pare. as has been explained before, to make it more measurable, i limited participants to give firm responses to one of the answer options: highly upgraded (hug), upgraded (ug), slightly upgraded (sug), or did not upgrade/ un upgraded (uug). further investigations were carried out on students who were still experiencing a minor improvement. i presented the student's answers in the chart below. figure 1. indonesian students’ perception of the cognitive progress the chart explains that among the three types of cognitive aspects that appeared in learning english, especially speaking skills, vocabulary proficiency was the most greatly improved speaking element (hug). eleven students responded to it. then, the second cognitive aspect that highly increased was speaking fluency, in which eight students contributed to sharing their feelings. meanwhile, the last one was pronunciation, in which less than half of the participants felt a level of highly upgraded (hug). widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 63 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) vocabulary development two reasons were echoed by students who had rapidly progressed toward vocabulary proficiency. first, they said vocabulary improved rapidly because they often discovered new vocabulary when they engaged in natural conversations in this english village, whether in class, camp, or broader social interactions. some also said that apart from getting the benefits of daily use, they had a target of vocabulary memorizing or reviewing at camp. some were based on their self-initiation, partly because it was mandatory and a camp rule. the number of words focused varies depending on the ability or agreement with the tutor. however, they are mostly memorized or reviewed 30-50 per week or five words daily. this rapid increase was felt by both the primary level and more advanced students. the example of an interview extract is presented our vocabulary especially me improve because we always listen to people around us speak. at camp, we have an english zone so we must speak english. at class, the tutor will punish us to sing when speak indonesia. begitupun ketika berjalanjalan di sekitar pare ini. sehingga, secara tidak langsung, from unknown to be known especially for daily vocabulary. (interview with p3). [our vocabulary, especially mine, improves because we always listen to people around us speak. we have an english zone at camp, so we must speak english. in class, the tutor will punish us for singing when speaking indonesian. likewise, when walking around pare. so, indirectly, from unknown to be known, especially for daily vocabulary]. speaking fluency as for fluency, the difference in responses was clearly seen among students who had just come for one or two months with those who had stayed and studied in pare for a long time. students who had experienced a rapid increase in speaking fluency were at an advanced level because they had long experienced the impact of this english village. they always claimed to try to use english as much as possible. this effort was undoubtedly beneficial for practicing fluency in speaking because the longer they used english in their interactions, the more fluent they spoke. this statement was supported by toro et al. (2018) who stated that fluency is the natural use of language that occurs when speakers participate in a conversation despite their limited communicative ability. the extract as follows i have been here for three months. as i dream of taking a scholarship di luar negeri, my ambition to master english, especially in speaking, is high. so, i practice my english with whom i talk, even though my friends speak bahasa indonesia with me. (interview with p6) meanwhile, students who enrolled in basic classes generally felt those who did not feel very fluent or slightly upgraded (sug) in speaking. some participants took advanced classes and had a knowledge of english, but they had just arrived in the english village of kampung inggris pare for a month. they have yet to experience interactions using english in a natural environment for a long time. so, even though they had a basic knowledge of english, they were not fluent in speaking because they had never practiced it outside the english village of kampung inggris pare. yeah i am here for one month. actually, i have learn english for some years in my city, but saya tidak praktik. no friends. (interview with p2) [yeah, i have been here for a month. actually, i have learned english for some years in my city, but i never practice my english because no peers for practicing]. widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 64 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) pronunciation growth different cases were felt for pronunciation training. the improvement in pronunciation was felt to be the slowest and most difficult compared to the other two types of cognitive aspects. numerous studies have examined the pronunciation difficulties of efl students (indrayadi et al., 2021). p11 argued pronunciation is rather difficult because even though a student had made many efforts to resemble a native english speaker, it would still not be exactly the same because the tongue was different. (interview with p11). this opinion implied how a person's accent greatly affected pronunciation in english. they needed extra effort to improve this skill. practicing english in this english village could form good pronunciation by itself. however, this achievement would be found for a long time if it was not given more attention and effort, for example, taking a pronunciation class. some students took a speaking packet program which included several speaking aspects classes such as vocabulary, speaking, pronunciation, grammar for speaking, and other classes related to speaking. for example, in pronunciation classes, the students would be taught some tricks to improve pronunciation, such as tongue twister training, the way to read the oxford dictionary, getting resources from listening material, and pronunciation training through a song or other listening material. in addition, some joined special rapper classes to practice their pronunciation. among the total number of students, four participants felt a very significant increase in all types of cognitive aspects, including pronunciation. two students had lived in pare for approximately three months, one had stayed for more than eight months, and the other had only stayed for one month. therefore, the length of the study was not the only factor determining one's success in learning languages. other supporting factors might have an effect, such as maximum effort. in addition to student responses, i obtained data from tutors regarding students' learning outputs during one period. this value would then be transferred and appear on the certificate of completion. the accumulative value of the students' speaking skills was based on their cognitive development, which included fluency, vocabulary, pronunciation/ accent, and understanding. the table is displayed below. table 2. students’ final score the table proves that each course institute had a respective authority in managing their institution. all institutions in kampung inggris pare agreed upon no standard rules. each tutor assigned a grade to the students based on the institution's reference. widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 65 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) some institutions provided grades based on 1-10 or 10-100. some also gave grades with the letters a, b, c, d, or error symbols. these grades were similar to the college level. furthermore, others were awarded a grade with the words good, very good, or excellent. so, it was not easy to obtain accurate data based on the student's final grade in one period. however, i tried to balance the four types of values in general. based on the institutional guidelines shown on the back of the certificate, at the global english institute, they equalized 7 with a good user, 8 with a very good user, and 9 with an expert user. the numbers 7, 8, and 9 in global english could possibly be equivalent to the range 70-90 in ella and kresna english course institutions. excellent grade and symbol a could possibly be equated with a perfect score of 10 or 100. so, i concluded that students who obtained grades "a, excellent, 80-100/ 8-10" were highly improved or upgraded (hug) students. while those who got scores of b and 6-7/ 60-79 were categorized as improved or upgraded students (ug). discussion it has been generally well-known that most people faced some problems in learning english as a second or foreign language in non-english speaking countries ((hibatullah, 2019)). kampung inggris can answer some challenges, the weakness of english teaching to learn english and social needs, which grows fast (karmala et al., 2018). these statements support the result of the finding in this study. immersion refers to an approach to second language instruction where the usual school curricular activities are conducted in a second language ((ballinger et al., 2017)). immersion is a communicative approach that reflects the essential situation of first language learning and at the same time responds to the special needs of second language learners ((kessler, 2018)). in this approach, the second language is not taught as content of instruction. however, it functions as its medium of instruction the material or communication between teacher and students or between students in the classroom. thus, a language immersion program provides for the teaching and learning of regular school subjects while at the same time responding to the communicative needs of second language learners. kampung inggris pare is a kind of imersion program tnat provides many facilities that support the use of english in the daily interaction. therefore, it is believed to have many features that contribute to the improvement of english learning in indonesia. based on the result of the study, the english immersion program of kampung inggris pare produced a positive impact of students progress both cognitive and non-cognitive aspects especially in metacognitive aspect. these results are in line with some previous research findings. according to (nguyen & terry, 2017)), the use of learning strategies significantly brings positive effects on the students' mastery of english." (lestari & wahyudin, 2020) reveal that learning strategies are among the primary factors that aid students determine hown and how well learners learn a foreign language. learning strategies lead the students to reach excellent language achievement in improving their english-speaking fluency and proficiency (shahini & shahamirian, 2017)). the strategies enable students to get the big responsibility to enhance their progress in developing l2 skills, which includes a wide range of behavior that can help build communicative competence in many ways. with learning strategies, students' learning methods could be more disciplined. they also got more comfortable conditions to study by using proper learning strategies, and students could receive and more convenient to understand the lessons that lecturers gave them. the students have critical skills in communicating. oxford quotes, "more effective learners showed careful orchestration of strategies, targeted in a relevant, systematic way at specific l2 tasks" (2003, p.10). among the three types of cognitive aspects that appeared in learning english, especially speaking skills, vocabulary proficiency was a speaking element that was felt greatly improved, followed by speaking fluency, and pronunciation. widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 66 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) vocabulary improved rapidly because students often discovered new vocabulary when they engaged in natural conversations in kampung inggris pare, whether it was in class, at camp, and in broader social interactions. besides, they had a target of vocabulary memorizing or reviewing at camp 30-50 per week or five words per day. related to the progress of this strategy, no differences between basic level and advanced students. in contrast, students who had experienced a rapid increase in speaking fluency were students at an advanced level because they had long experienced the impact of this immersive environment than students’ who just arrived. while the improvement in pronunciation was felt to be the slowest and most difficult. even though students have practiced their english in this immersive environment, they needed extra effort to improve this skill, such as taking a pronunciation and rapper class. by joining these classes, the students will get more reinforcement to exercise the tongue and learn the strategy. conclusion participating in an english village as a type of immersion program is distinct from learning english in schools, where students can directly practice their speaking skills in authentic communication while studying. according to the study, intense instruction in kampung inggris pare's english village-based immersion programs improved all students' speaking and cognitive abilities. vocabulary received the highest heavily upgraded (hug) rating, followed by fluency and pronunciation. according to this report, the english village is one solution to the multiple difficulties indonesian schools have teaching english. the intense english village sessions offered by the immersion program are advantageous to students. thus, it is suggested that english can be learned through immersion programs at english village. acknowledgement the researcher would like to thank all parties who have contributed to this research. gratitude to allah for blessing and mercy. thanks to the owners and teachers of six institutions mr. bob, the daffodils, kresna, global english, ella, and peace academy in kampung inggris pare. thanks to the participants for their kind responses. and special thanks to my family and my institution universitas terbuka for all kinds of support. references. atmowardoyo, h. 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(n.d.). the involvement of informal sector workers in society learning activities at kampung inggris pare kediri. in www.jsser.org journal of social studies education research sosyal bilgiler eğitimi araştırmaları dergisi (vol. 2018, issue 3). www.jsser.org. https://doi.org/10.25256/paal.23.1.3 https://doi.org/10.1145/3173574.3174214 http://journal.unhas.ac.id/index.php/jish https://doi.org/10.26858/ijole.v4i2.12599 http://www.ssdjournal.org/ssdjournal.editor@gmail.com https://doi.org/10.5539/elt.v12n1p110 http://ejournal.iainbengkulu.ac.id/index.php/linguists http://www.jsser.org/ english franca: academic journal of english language and education vol. 6, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5418 integrating local wisdom in project-based learning to improve post-pandemic english learning maila huda shofyana english language education, universitas muhammadiyah kendal batang, indonesia mailahs@mbstkip.ac.id madya giri aditama english language education, universitas muhammadiyah kendal batang, indonesia mgaditama@mbstkip.ac.id harliyandri iqbal nugroho english language education, universitas muhammadiyah kendal batang, indonesia hinugroho@gmail.com heri tri asmoro english language education, universitas muhammadiyah kendal batang, indonesia heritria12@gmail.com abstract the project-based learning (pjbl) method is the recommended method to be applied in the merdeka belajar curriculum. the application of projbl based on local wisdom allows students to freely express and maximize creativity in doing assignments and also as a medium for cultural preservation and the introduction of various kinds of local wisdom, as well as a socialization event in the environment. it is qualitative research with the purpose is to analyze the local wisdombased project based learning (pjbl) teaching method applied by english teachers at sma and smk levels in batang regency in postpandemic learning in the merdeka belajar curriculum. the objects of this study are 20 english teachers in batang regency. the result shows that mailto:mailahs@mbstkip.ac.id mailto:hinugroho@gmail.com mailto:heritria12@gmail.com 292 | english franca, vol. 6, no. 2, 2022 the application of pjbl based on local wisdom by teachers is commonly used in culture, tourism, peoples, local industry, entrepreneurship, folklore, and myth scopes. this study reveals several examples of the application pjbl in language learning, which can be referenced for readers and teachers. it is also found that this method can develop students’ soft skills such as sympathy, empathy, self-confidence, problem-solving, and teamwork; also this method can maximize students' & teachers’ competencies in learning. keywords: project based learning, local wisdom, independent learning introduction direct learning is starting to be applied after distance learning activity during the covid-19 pandemic by implementing health protocols. the merdeka belajar policy, which had been hampered, is now being aggressively implemented with a new educational paradigm. the application of the merdeka belajar curriculum with the purpose is to building the pancasila student profile must be implemented by educational institutions. in this process, teachers must apply the principles of active, innovative, fun learning and 4c (critical thinking, collaboration, creativity, communication) so that learning becomes meaningful. the concept of project-based learning is an effective method for developing these principles following the concept of merdeka belajar. project-based learning (pjbl) was a learning model which involves students doing activities that require problem-solving and provide opportunities to work autonomously in constructing their learning. pratiwi (2018) stated that project-based learning could increase learning activity and motivation. batang regency, which is located in the northern part of java island, has a unique topography consisting of the coast to the mountains, which gives rise to various characteristics and diverse local wisdom. various forms of people's livelihoods, natural resources, community beliefs, and local culture develop according to the character of the environment in their respective areas. for example, the "nyadran" local tradition is a form of gratitude tradition of the local people in batang but has a different way of implementation, in coastal areas it is done by sea alms or “larung laut” while in the mountains with earth alms “sedekah bumi”. such differences are faced by students. mulyani (2011) stated that local wisdom can be internalized in students because it has shofyana, et. al: integrating local wisdom in project-based learning to improve postpandemic english learning 293 advantages. these advantages are: 1) it can be a means of learning to become intelligent, clever, and wise individuals, and 2) the values of local wisdom are transformed in students to form positive personalities. the urgency of the current research is that the integration of project based learning on local wisdom is crucial to be applied to increase students' creativity, competence, and socialization skills after being hampered by the pandemic for a long time. english learning activities were chosen as the study object because learning english seemed to be one of the most difficult subjects for indonesian students. english should be one of the most important subjects to be mastered by students because it has 4 basic skills which are important to be acquired by the young generation in this global era namely: writing, reading, listening, and speaking; that’s why the role of english teachers was very crucial to equip a young generation in mastering competencies in the industrial revolution era. the implementation of proj-bl based on local wisdom can maximize these basic capabilities with practical and affordable examples. knowledge and development of local wisdom will increase cultural preservation and opportunities for regional tourism development. improving students' competence gives a good impact on the development of learning in the classroom (aditama & sugiharto, 2021). related to the themes and research topics above, several researchers have provided research results with various research objects and results, including masruroh in 2021 conducted research on increasing the activity and writing skills of ma kh syafi'i student report texts through a project-based learning model with media local wisdom videos. this study shows student learning outcomes have increased after the action (masruroh, 2021). zahroh, f., suwarsi, e., and ridlo (2021) also analyzed the effectiveness of the proj-bl learning model on plantae material at ma nu miftahul falah dawe kudus. by applying the analysis of the pre-test and post-test results in learning, this study showed that the level of effectiveness shows sufficient results with an n-gain value of 0.66. the sample t-test results showed a value of sig.0.0000 < = 0.05, which indicated a significant difference in the mean values of the pre-test and post-test. nugraha, tuken, and hakim 2021 researched the application of a project-based learning model in improving elementary school students learning outcomes. this was classroom action research (car) which 294 | english franca, vol. 6, no. 2, 2022 aimed to determine the process of implementing the proj-bl and to find out the improvement of learning outcomes for the socio-cultural diversity of the fifth-grade students with the application of the pjbl learning model. this study concluded that the pjbl learning model could improve the process and learning outcomes of the socio-cultural diversity of the fifth-grade students of uptd sdn 29 barru (nugraha, m i., tuken, r., hakim, 2021). s and anida & eliza (2021) conducted a study that produced a scientific approach based on the local wisdom model of learning for the cognitive development of children aged 5-6 years that was valid, practical, and effective. the research used the r&d method from addie following the stages of analysis, design, development, implementation, and evaluation. the results of valid validity and media feasibility results are very feasible to use. the results of the practicality test of the product were stated to be very practical, the product was declared to be very effective. the results of the development of this research were products that were declared to be valid, practical, and also effective. research on project based learning and local wisdom topics has been carried out by several researchers, but no one has investigated the application of project based learning based on local wisdom in learning english after the pandemic in the merdeka belajar curriculum so that it becomes a reference to enrich research discussions, as well as provide an overview about the differences with the current research. introducing local culture to the younger generation can foster self-awareness and empathy to preserve the culture. the pride in the local culture itself must be instilled from an early age and continuously passed down from the earlier generation to the next generation. the introduction of culture could increase and develop character education in students (m. aditama, r. amelia, 2022). the integration of character education in learning is very important to develop not only knowledge but also students' moral attitudes. implementing a teaching method that can improve and engage students in its activity will make the process of teaching-learning done well and actively. learning to be more fun and students' also teachers' competencies can be improved (aditama et al., 2022) with this background, this study has the objective to analyze the integration of project-based learning based on local wisdom implemented by teachers in post-pandemic english learning. it is shofyana, et. al: integrating local wisdom in project-based learning to improve postpandemic english learning 295 important to conduct this research because the integration of projectbased learning on local wisdom is crucial to be applied to increase students' creativity, competence, and socialization skills after being hampered by the pandemic for a long time. theoretical framework project based learning project-based learning (pjbl) was a learning activity that used projects as a process of learning to achieve learners’ attitudes, knowledge, and skill competencies. this learning activity emphasized student activities in problem-solving by applying some skills such as researching, analyzing, creating, and presenting real experience learning products of students. pjbl is the method that engages students actively in its process (aditama et al., 2022). kristanti, y. d., subiki., & handayani., r., (2016) explained that pjbl was a process-centered learning, relatively timed, problemfocused, meaningful learning unit by combining concepts and practices. the project-bl model was an innovative approach to the learning model that involved project work and guided students to do several activities like designing, problem-solving, and providing opportunities to work independently (putra, a p., & basuki, 2018). thus the project-based learning (pjbl) model of learning could be used as a learning model that was applied to develop students' abilities in planning, communicating, solving problems, and making the right decisions from the problems at hand (nurfitriyanti, 2016). so basically this method is a learning model where during the activity students can understand the concept and principle by conducting an investigation activity to a problem, then finding a solution and implementing it in a project so that students can experience a meaningful learning process and activities. addiin, i., redjeki, t., & ariani, (2014) explained the steps of the project based learning (pjbl) learning model activities as follows: 1) ask questions that are essential or basic. 2) designing project work that will be made by students. 3) develop the steps for making the project. 4) conduct regular monitoring of student project development. 5) assessing student work 6) evaluate the experience gained by students. titu (2015) explained the stages of the pjbl learning process consisting of the planning, creating, and processing stages. according to 296 | english franca, vol. 6, no. 2, 2022 the explanation above, it could be concluded that the stages of the pjbl learning model activity consist of 6 stages: 1) determining essential or basic questions, 2) making project designs, 3) developing project steps, 4) monitoring progress of the project, 5) evaluating results of the project, and 6) evaluation to the experience gained by students. local wisdom the diversity of culture and local wisdom in indonesia affects the behavior, attitudes, and patterns of human thought. so that humans have procedures, habits, rules/norms, and customs that are different from one another. diversity in indonesia appears and is reflected in the many races, regional languages , and cultures (hanum, f., & raharja, 2013) juita, s., & ginting, (2018) explained that education based on local wisdom was a conscious effort that is planned through exploring and utilizing local potential wisely to create a learning atmosphere, situation, and process so that students could actively develop their potential to have skills, knowledge, and attitudes to participate. and build the nation and state through local wisdom-based learning. this is reinforced by pingge (2017) who stated that local wisdom had pedagogical value to regulate behavior which was beneficial to the communities’ common interest, especially being able to equip students with great attitudes, knowledge, also spirituality in their area so that they can preserve and develop the advantages of local wisdom in their area. local wisdom could serve as a stimulus in learning to motivate and help students constructed their background knowledge (sumarni. w, 2018). nieto, c., & ling (2010) revealed that the integration of local wisdom in various professions was a determinant of the meaning of professional and educational services. sudarmin, mastur z, (2014) suggested that the local wisdom application can be used as a national identity. istiawati (2016)claimed that local wisdom was the way individuals view and act as a reaction to the progressions in the physical environment. local wisdom could be understood as wise local thoughts and had good value that was rooted in the society, believed and followed by its society members (anggraeni, 2017) local wisdom values can be integrated into learning (sarinah, 2019). the qualities contained in the social, local area, and environment can be maximized as a reference for knowledge(lestariningsih, n., & suardiman, sp, 2017). besides that the environment and local knowledge will be more developed if it is integrated into the curriculum and learned by students (haryanto. r, 2019). shofyana, et. al: integrating local wisdom in project-based learning to improve postpandemic english learning 297 several researchers analyzed project based learning and local wisdom, but no one has investigated the application of project-based learning based on integrating local wisdom applied in the teachinglearning process of english, especially after the pandemic and in the process of the merdeka belajar curriculum. it is really interesting to analyze the application of the merdeka belajar curriculum, especially in the process of learning. so that it becomes a reference to enrich research discussions, as well as provide an overview of the differences with the current research. research methodology this is a qualitative approach to research, it is postpositivismbased research, which examines natural objects (sugiyono, 2017). by using phenomenological methods, it attempts to describe a natural phenomenon from several sides such as the emphasis on the meaning, views, and participants’ experiences or objects of the research (albusaidi, 2008). the current study aims to examine and describe the application of project-based learning based on local wisdom in the merdeka belajar curriculum. focus group discussions (fgd) were conducted before data collection to provide an overview and align objectives in the implementation of pjbl. the technique of data collection of this research was carried out by observation, questionnaires, and interviews addressed to 20 high school and vocational high school english teachers in batang regency who had participated in the focus group discussion. the questionnaire is in the form of a set of written questions that are submitted to respondents to be filled out independently without interference and influence from other parties (john w creswell, 2016). the source of data in this study is the result of a questionnaire containing interview answers and descriptions of methods and documentation. then the last is to interpret the data that has been collected. in general, the analysis of the data was through several steps they are: 1) reduction of the data, 2) presentation of the data, and 3) conclusion (sugiyono., 2017) results & discussion based on the observation result, questionnaire, and interview with the object teachers, a total of 20 english language teachers taught in senior high schools and vocational high schools around batang regency were selected to be the subjects of this research. table 1. 298 | english franca, vol. 6, no. 2, 2022 distribution of participants. no school number of teachers 1 senior high school 12 2 vocational high school 8 total 20 fgd was conducted to align the objective of pjbl by teachers. most teachers are still confused about the implementation of pjbl properly. they thought that proj-bl was doing the project. after the fgd and practice to design the lesson strategy, they begin to understand and can modify also combine their learning process by using proj.bl is based on local wisdom. after being given an understanding of fgd and applying it in their class, teachers were given a questionnaire to evaluate and share their experiences in applying pjbl. local wisdom topics were chosen because students begin to be unaware of culture and environment, astuti (2016) said that local wisdom was the value of cultural wealth that was upheld by the community or a group. sulianti, a., safitri, r. m., & gunawan (2019) also stated that local wisdom was knowledge found by certain local communities by collecting the experiences trying and integrating with an understanding of the culture and its communities’ natural conditions. then suyadi, s., & selvi (2019) claimed the scope of local wisdom culture was divided into several parts, namely: (1) cultural heritage, (2) cultural infrastructure, (3) traditional clothing, (4) traditional ceremonies, (5) nature tourism, ( 6) traditional games, (7) cultural heritage, (8) museums, (9) crafts and arts (dance), (10) villages, (11) legends (stories), (12) cultural institutions, (13) cultural foods, (14) wayang, and finally (15) traditional transportation. according to those scopes, there are 5 questions in the questionnaire given to the teachers, they are 1) what is the topic of pjbl done by teachers? 2) what is the opening/preparation of the project? 3) what are the steps of the main process of the project? 4) what is the closing process of the project? and, 5) what are the students’ responses and the impacts on the students? those questions were given to lead the explanation of the teachers about the process of project-based learning method they applied in the process of learning. by using lighter questions to provoke a coherent explanation from the teacher, the following results were obtained some questionnaire answers about the shofyana, et. al: integrating local wisdom in project-based learning to improve postpandemic english learning 299 application of proj.bl is based on local wisdom by teachers, especially from the third question about the process of learning: data 06 “by collaborating in learning english with indonesian and cultural arts, students design a two-language drama show with stories and ideas about the lives of local people." this answer was also supported by the interview result of the teacher, she said: “collaboration with other subjects motivates children to be able to express themselves more optimally because they can combine their artistic skills to the maximum and are not afraid to make mistakes because there are teachers from each subject who guide them. project-based learning expands students' creativity and problem-solving ability. this kind of activity can maximize not only one lesson's competencies target but also other competencies. project-based learning model was a scientific approach that had been researched widely and claimed to be effective to increase scientific literacy (afriana, j., permanasari, a., & fitriani, a., 2016). data 19 “assigning students the task of observing tourist areas in their respective neighborhoods, triggers students to provide ideas and ideas about tourism development and promotion. the introduction and development of tourism objects among teenagers can provide real challenges and definite impacts that can be felt directly”. the interview result with the teacher stated that: “students feel happy because they are aware that in learning english one of the goals is to promote tourism potential to foreign countries. by observing the existing tourism potential, students try to think of ways to develop and promote it by following the latest language and trends. students' awareness of the environment is important. students will be more creative and understand their environment”. relationships in society also can be developed. society can influence students to be aware and active to contribute to social activities (suyitno, 2018). data 07 300 | english franca, vol. 6, no. 2, 2022 “observations to the batik-making industry and batik production centers give students an idea of entrepreneurship and medium and small-medium industries in the students' neighborhoods. as a result, students see obstacles and difficulties in promoting batik production. with mastery of english, students try to provide an international-oriented batik promotion development plan". the interview result stated by the teacher are: “batik is one of indonesia's distinctive cultures and has been recognized by unesco, but in its development, the batik industry is rarely occupied by the younger generation. today's young people do not know how to produce batik properly and are very less used among teenagers. by observing the batik industry, it is hoped that students will love batik motifs more and can think of ideas about batik that today's teenagers like." giving students real images of local industry gave students a clear vision to develop the lack and obstacles of the industry. this kind of activity emphasizes students' awareness, empathy, and problem-solving abilities. local product help students to know their environment and potential. many important things that can be understood by students in this era, knowledge in the real life are crucial so it can be called stimulating positive attitudes towards science (perdana, r., apriani, a. n., richardo r., rochaendi, e., & kusuma, 2021). data 12 “learning english texts based on legends and local culture is an interesting trigger for students. students give ideas by raising the theme of nyadran culture (alms of the earth) which is on the ujungnegoro beach, batang. the theme can be applied in various types of english texts so that competencies and learning objectives are achieved”. the interview result with the teacher stated that: “folklore, fairy tales, traditions, and legends are examples of simple local culture and must be owned by every region. in language learning, these themes can be raised and integrated into learning. not only competencies and lesson plans are achieved, but also students can get to know stories and folk traditions from the environment where they live.” shofyana, et. al: integrating local wisdom in project-based learning to improve postpandemic english learning 301 this assignment explores students' awareness of local culture. seeing and involve in the process and results, lead them to get new knowledge that existed in their local area. environmental science is the knowledge that deals with natural phenomena not only a collection of facts and concepts which exist in the surrounding environment but also about how they work (asrial et al., 2022). some examples of the results above represent teaching practices using project-based learning integrated into local wisdom. the majority scope of local wisdom integrated into learning by teachers is culture, tourism, local industry/entrepreneurship, and local tradition. those themes became favorite topics that can be integrated into learning. these findings show a new perspective on the application of projectbased learning teaching methods which are integrated into local wisdom. it gives new novelty to the research perspective compared to previous research. those examples of teachers’ real live practices and experiences prove that learning can be integrated into any topic, especially familiar topics for students such as local wisdom. not only the target of learning objectives were achieved in the learning process, but also it improves students' competencies and self-awareness in the environment. the key points in applicating project-based learning are students' willingness and independence in finishing the learning. doing a project can give a real example, experiences, and problem-solving activity. the integration of cultural values in learning can foster and develop character education in students so that the desired pancasila student profile according to learning objectives in indonesia can be achieved (m. aditama, r. amelia, 2022). conclusion integration of local wisdom into the english process of learning by using the project-based learning method was done well. the data show that teachers applied proj.bl teaching method to some aspects which run well. there are some favorite topics or themes used by students, they are culture, tourism, peoples, local industry, enterpreneurship, folklore, myth, etc. the projbl method can maximize students' ability, competencies, empathy, sympathy, self-awareness, and problem-solving ability. english learning is one of the important learning for indonesian students were crucial to be mastered to prepare the young generation to face and compete in the global and industrial revolution era. english teacher as the facilitator and key person to guide the young generation in mastering all skills in english has an important 302 | english franca, vol. 6, no. 2, 2022 role to conduct magnificent learning activities and create a fun learning atmosphere so students can learn happily and effectively. integrating local wisdom into proj.bl can be continuously applied to the teachinglearning process which should be a better impact and result in students achieving the competencies also learning goals. this method can be applied in all subjects and educational levels because it has several benefits such as it can introduce local knowledge to the young generation, and can promote self-awareness of students' environment. sympathy, empathy, self-confidence, self-awareness, problem-solving, and working in a group can be developed and maximized by using this method. improving learning and students' competencies also develop teachers' competencies (aditama et al., 2021). this research explores the real-live teachers’ experiences and application of project-based learning integrated into local wisdom at sma and smk levels in the merdeka belajar curriculum, hopefully, it can be used as a reference for teachers and future researchers who will conduct similar research about project-based learning and local wisdom. references addiin, i., redjeki, t., & ariani, s. r. d. 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(2021). the effectiveness of project based learning learning model based on local wisdom plantae material to improve students’ science literacy ability. journal of innovative science education, 138–142. english franca: academic journal of english language and education vol.6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5329 the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices nursyahdiyah state islamic university of north sumatera nursyahdiyah0333204010@uinsu.ac.id ahmad amin dalimunte state islamic university of north sumatera amindalimunte@uinsu.ac.id sholihatul hamidah daulay state islamic university of north sumatera sholihatulhamidah@uinsu.ac.id abstract the purpose of this study was to explore students' voices on the implementation of the flipped classroom in the efl reading class during the covid-19 pandemic. this research was a case study using a qualitative descriptive method. the participant of this study were students of grade 10 that consist of 32 students at one islamic senior high school (madrasah aliyah negeri) in north sumatra. the results of this study are the improvement of quality of learning efl reading through the flipped classroom strategy, an increase in students' independence learning in using the flipped classroom utilizing technology in the flipped classroom also has a positive impact on the role of technology in education. based on the finding in this research, the implementation of the flip classroom during the pandemic can be one of the reference methods that can be used by teachers by considering the benefits of the flipped classroom for students, such as making it easier to access and students' readiness to face learning. keywords: blended learning, covid-19 pandemic, efl, flipped classroom, mailto:nursyahdiyah0333204010@uinsu.ac.id mailto:amindalimunte@uinsu.ac.id mailto:sholihatulhamidah@uinsu.ac.id 326 | english franca, vol. 6, no. 2, 2022 introduction the covid-19 pandemic, which is still hitting indonesia and also the world, impacts many aspects of life, particularly education. the corona virus (covid-19) pandemic has had a significant influence on teaching and learning throughout the world, with schools from elementary to tertiary levels being forced to close. over 1.75 billion students' learning activities have been impeded in over 200 countries that have enacted complete or partial lockdowns throughout the world as of april 14, 2020 (al-shabibi & al-ayasra, 2019). online learning is one of the government's methods for breaking the chains of the covid19 virus outbreak. this type of learning can also be used to implement learning english, especially in efl reading classes. in the education aspect, the pandemic of covid-19 disrupts the pattern and structure of education, which is disrupted at the same time as the industrial revolution 4.0 and the social revolution 5.0, this is marked by the development and progress of information technology. the revolution of society 5.0 is marked by the necessity of achieving competence by teachers, namely computational thinking competence as proclaimed by the indonesian minister of educational affairs nadiem makarim (karim & saptono, 2020; wing, 2006). computational thinking entails using basic computer science concepts to solve issues, develop systems, and comprehend human behavior (wing, 2006). technology has evolved into a need. and it is now everyone's responsibility to have the capacity to utilize it, particularly during the present covid-19 pandemic. with the advancement of technology in educational practices, new learning models putting technology into the knowledge transmission process are currently being developed. this technical and information progress has replaced instructors as one of the key elements in the learning and teaching process; face-to-face or offline learning is replaced with online learning outside the classrooms (kementerian pendidikan dan kebudayaan, 2020). english is increasingly important to be learned and acquired strengthening its role as an international language. reading is one of the four language skills that learners should master. however, without appropriate learning skills and strategies, reading competence is difficult to achieve (spivey & cuthbert, 2006). learners can have good reading comprehension if they have four reading strategies: identifying the main concepts, guessing the meanings of words, discovering specific information, and inferring (mikulecky & jeffries, 1996). the present study was designed to fill the gap in the previous studies by addressing the issues identified by the present researchers. self-study, according nursyahdiyah, et. al: the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices 327 to karim & saptono (2020) is the process of moving the force or encouragement from inside the individual who learns to move the potential of their self and learns the object of study without any outside pressure or influence. thus, learning independently is more directed toward the formation of independence in the way of learning. enacting independence in learning is influenced by five aspects, discipline, self-confidence, motivation, initiative, and responsibility answer (syam, 1999). therefore, if students have self-confidence, drive, initiative, discipline, and responsibility, students will be able to study without a teacher's assistance (marlowe, 2012). by watching the current pandemic situation, the present study expects to explore, apply, and evaluate the new method in language acquisition, particularly in teaching reading, to help students to improve their reading abilities. in this present study, the researchers used the flipped classroom to increase students-capacity to comprehend english texts by combining theory and practice. the role of technology is very influential in the covid-19 pandemic situation. especially in the world of education. many schools implement online learning (including the schools in this study). online learning is education that is delivered remotely using media like the internet and auxiliary devices like computers and mobile phones. according to riyana (2019), the precision with which students digest varied academic content that is offered virtually via online learning support resources (for instance, smartphones and laptops) is the emphasis of online learning. e-learning and online learning both share the same fundamental ideas. however, during online learning, many parents voiced concerns about several issues that students had while studying at home, including an excessive amount of tasks, and instructors who were not using technology to its fullest potential. according to hadisi & muna (2015), the interaction between teachers and students is reduced as a result of online learning. in other instances, the absence of engagement even happens between classmates. the lack of interaction also prevents the development of continuing teaching and learning activities with high moral standards. additionally, both professors and students are now experiencing online learning for the first time. another weakness of online learning is that it is challenging for kids to concentrate on learning because of an unfavorable home environment, the limited amount of internet or wi-fi that can be used, and other distractions. 328 | english franca, vol. 6, no. 2, 2022 due to these issues and the government's deployment of the "new normal," the school has started implementing the "flipped classroom," which is a learning strategy that mixes online and offline learning. due to several examples demonstrating the success of the flipped classroom and the use of technology for learning, it is expected that the decision will address the aforementioned issue. the learning technique known as "flipped classroom" is used to reduce the amount of direct instruction (johnson, 2013). this goal is typically met by making use of a variety of technologies that have been found to support the distribution of additional educational resources to students. in addition, the concept of the flipped classroom also emphasizes open access to materials for students, both online as well as offline. however, everyone involved in the flipped classroom should be aware that straightforward directions only reduce, not eliminate, misunderstandings. direct orders are eventually still carried out faceto-face. when face-to-face instruction is used, the student who has access to and independently studies the material collaborates, works on projects with others, provides feedback to one another, and engages in other student-centered activities. the idea of the flipped classroom is becoming more and more well-liked. the methodology reimagines the conventional classroom paradigm, emphasizing active problem-based learning and activities while introducing the idea of teaching material earlier in class (love et al., 2014). the application of the flipped classroom is one of the most effective learning methods for teachers to use in the covid-19 pandemic situation. with the application of this method, teachers can maximize teaching in the classroom, and also students become more independent in learning at home through learning videos provided by the teacher. suriaman & kusuma (2019) have also conducted research related to the implementation of the 'flipped classroom' before the covid-19 pandemic. the result of his research showed that the application of learning using the 'flipped classroom' model in this study shows the effectiveness of the flipped classroom learning model. this can be seen by increasing students' reading comprehension significantly. moore, et al (2014) also described a study in which math was taught in middle school using flipped classrooms. according to the teachers in moore, et al study's class time gives underprepared pupils the chance to collaborate with their peers and prepare for in-class problem-solving. students were performing more work outside of school, and nearly all students had the opportunity to engage in mathematical problem solving, which previously depended on doing nursyahdiyah, et. al: the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices 329 homework, which was noticed as substantial changes in homework. based on the previous studies that have been done by other researchers, it can be concluded that flipped classrooms can be one of the effective learning models that can be used by the teacher, especially during this covid-19 pandemic. based on the given rationales, this present study attempts to explore how students' perception of the implementation of flipped classroom. in addition, following the implementation, this research is also to evaluate and assess student perceptions of the flipped classroom implementation in efl reading class at one of the islamic senior high schools (madrasah aliyah negeri) located in north sumatera. the purpose of this study was to reinforce and supplement earlier research based on the issues that the researchers discovered. the author is interested in learning about and analyzing the views and experiences of the students who are using this flipped learning method. consequently, this study's objective is to understand how the flipped classroom paradigm might be used to teach reading and reading abilities. knowledge of the flipped classroom's efficacy in teaching reading skills. the following main research questions were addressed by the study how do the students interpret their flipped classroom experiences? theoretical framework the concept of ‘student-centered learning collins and o'brien in froyd (2009: 1) put forward the definition of scl (which they term “student-centered instruction”) as follows: student-centered instruction (sci) is a method of instruction where the students have a say in the subjects, exercises, resources, and rate of learning. the student (or learner) is put front and center in this learning style. students are allowed to study independently and from one another, and the teacher supports them in developing the skills they need to do so successfully. learning with the scl is a concept that incorporates the flipped classroom, which is used in this study. students must adhere to the teacher's flipped classroom instructions since this method places the student at the center of the learning process. learners are allowed to master certain subjects that are taught to increase reading comprehension skills through the use of flipped classrooms and scl. collins and o'brien state in froyd (2009: 1) that effective scl 330 | english franca, vol. 6, no. 2, 2022 implementation will raise learning motivation, improve memory, foster excellent attitudes, deepen understanding, and foster a favorable attitude toward the subject matter being taught. flipped classroom in efl reading class the flipped classroom is a model where students learn the topic outside of class before coming to class, and there are teaching and learning activities in class like doing assignments, talking about the material, or fixing difficulties that the students don't understand (yulietri f, et al, 2015). by doing assignments at school, it is expected that when students experiencing difficulties can be directly consulted with a friend or with the teacher so that the problem can be solved immediately. flipped classroom, often known as blended learning, is a type of learning that blends classroom and outside-of-classroom learning. flipped classroom is "what was once done in class is now done at home, and what was once done as homework is now completed in class," (sams & washington, 2012). to put it another way, in the flipped classroom, traditional learning methods are reversed such that what is often done in class is done at home, and what is typically done as homework at home is done in class. in the flipped classroom, materials are initially posted online (on a website, blog, or social media platforms like facebook and youtube) as video lessons that must be downloaded or available online and studied by students at home or outside of the classroom (bishop & verleger, 2013). while the learning session in class is used for group discussion and carrying out the task. although the flipped classroom appears to be easy, if it is not properly maintained, it will result in poor teaching. because the teacher must upload the video and quiz to the online platform and arrange the activities in the classroom, the flipped classroom requires a great deal of attention. for example, after implementing a flipped classroom, the instructor should reflect to see whether any activities were missed. furthermore, during in-class activities, spontaneity must be avoided (arnold-garza, 2014). as a result, with the flipped classroom paradigm, planning is crucial (zengin, 2017; zheng et al., 2020). the pedagogical idea is unchanged by the flipped classroom strategy. it recently changed students' participation in class from being passive listeners to being active participants in learning activities. according to tucker (2012), flipping the classroom has several benefits, including encouraging students to think critically both within and nursyahdiyah, et. al: the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices 331 outside of the classroom, allowing them to watch videos whenever and wherever they want, and adjusting the learning pace to suit their requirements. they can employ a variety of learning techniques. with the help of this educational system, teachers can spend more time interacting with students and learning about their emotional requirements. reading is essentially a perceptual and cognitive process, and previous reading research has centered on the individual and what goes on inside his or her head when reading (mcintyre et al., 2011). it indicates that reading is the process of using our brains to generate meaning from text content. furthermore, comprehending the substance of texts necessitates a cognitive process to absorb the meaning intended by the writers in their written work. reading is a crucial ability in a variety of situations, particularly in the educational context (grabe, 2009). because knowledge is transmitted through writing, students now face high demands on their reading abilities. to find the text's substance, they need to have adequate reading skills. furthermore, barnett et al., (1987) said that reading is important not only for expanding one's information but also for improving one's thinking abilities. this capacity will provide the foundation for emotional, moral, and linguistic intelligence growth. furthermore, these processes influence a person in the future. in conclusion, reading is critical for students to grow their knowledge as well as the way they think, which is linked to the development of their moral, emotional, and linguistic intelligence. during the covid-19 pandemic, flipped learning or blended learning is effective learning method especially in efl reading classrooms to help the student to prepare their knowledge before the classroom learning process. it caused transform of traditional learning models into online learning, in which learning materials are sent to students via the 'internet' network so that they can be studied first. initially, each learner worked individually at home (roehl et al., 2013; yulhendri & kurniawati, 2019). the concept of the flipped classroom learning model is when learning that is usually done in class is carried out by students at home, and homework that is usually done at home is completed at school. through the use of a "flipped classroom," educators can increase student involvement while reducing the amount of direct instruction they give in their lessons. research methodology 332 | english franca, vol. 6, no. 2, 2022 this study is based on a case study. this research is an exploratory case study based on its objectives because it wants to increase the knowledge of researchers in the field of teaching english by merging technology in teaching and learning activities in the classroom and establishing a theory about the flipped classroom's application. furthermore, this type of case study is a single case study based on the data source, in which the researcher acquires and analyzes data from a single class and examines only one element, namely the application of flipped classroom in teaching english in that class. the participants are grade 10 students at one of the islamic senior high schools (madrasah aliyah negeri), north sumatra. the researchers selected this school because it used an odd-even strategy to execute offline learning in the present epidemic condition. every week, students take turns learning offline. in this aspect, the 'flipped classroom' learning approach is an appropriate choice for educational use. this study used a qualitative approach. the researchers conducted the semi-structured interview and close-ended questionnaire to the students using a google form that can be accessed by students through the internet network. to collect the data, at the first step, the researchers shared the link to the questionnaire with the students and fill it in to get information about the implementation of the flipped classroom from the students. then, after they filled out the link of the questionnaire, the researchers appointed three students to be interviewed in the type of semi-structured interview. the researchers used an audio recorder to record while interview process. to analyze the data, the researchers followed miles and huberman (1992:6) namely; data reduction, data display, and conclusion drafting. after collecting the data, the researchers reduced the amount of data that must be stored in a data storage environment by using this procedure. in this study, the researcher selected data, and then the data were classified and chosen simply. after reducing the data then the researchers display the data, at this point, the researchers created a structure for describing the material to draw conclusions and take action. and last concluding, the researchers concluded and verified it by examining the meaning or symptom she had learned from the study's subject. results & discussion in this qualitative approach, five statements begin with the concept of meaningfulness. the five statements are to find out determine if flipped classroom activities were beneficial to students' learning of reading skills. nursyahdiyah, et. al: the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices 333 figure 1. result of students' statement preference of using the flipped classroom figure 1. result of statement students' perception of flipped classroom contribution toward learning a reading skill figure 2 result of statement of easiness to understand video material do you like learning by using 'flipped classroom'? agree disagree does the implementation of flipped classroom method help you in learning reading skill? yes no does the learning video given in platform online class easy to understand? yes no 334 | english franca, vol. 6, no. 2, 2022 figure 3 result of statement students’ motivation figure 4 result of statement students' preference for flipped classroom compared to the traditional method from the graphic above researcher obtained the data. in the first question, students agreed that they like flipped classroom learning method in the learning process. it can be shown in the graphic percent, 95% agree and 5% disagree. from the data above, most of the students agreed that they like to learn with the flipped classroom method. when the researcher did the interview, the researcher asked the students directly in that interview about their feeling learn with implementing this flipped classroom method. they felt enjoyed and more active when the teacher used this method in the teachinglearning process. one of the participants said that "i'm happy to learn to use this method, i think learning with this method helps me to understand the lesson easier and add my insight about things that i does the implimentation of flipped classroom method motivate you to learn reading skill? yes no which kind of learning method do you thing is more interesting? flipped classroom traditional nursyahdiyah, et. al: the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices 335 don't know, and i can get the answer from the google, and if i still confuse, i can ask my teacher directly in the class". this statement made the validity of the graphic stronger. in the second question, most of the students felt that flipped classroom learning method helped them with reading skills. it can be shown in the graphic percent 95%, yes and 5% no. this data is supported by the results of the researcher's small talk with the english teacher, which show that learning students' reading abilities while using the flipped classroom method tends to improve and is much better than learning only online before utilizing this approach. in the third question, most of the students felt learning videos given in the platform online class easy to understand. it can be shown in the graphic percent, 95% yes and 5% no. the teacher boosted students' interest in the lessons that had been supplied in the form of the instructional video, according to the researcher's direct field observations. the comments provided by the students appeared to be excellent, and several appeared to be actively providing feedback in response to the english teacher's stimulation. this is also supported by the student's statement "i find it helpful in understanding reading skill material during the application of this method, i also become more enthusiastic in learning because the lessons that will be discussed at school, i have already studied at home". students felt learning videos given in the platform online class help them to understand the reading skill material when they learn and repeat the video learning in their own homes. in the fourth question, the implementation of flipped classrooms motivated the students to learn the reading skill. it can be shown in the graphic percent, 93% yes and 7% no. this is further reinforced by the findings of field observations, where the researchers watched while learning took place in the classroom and noticed that the students participated in discussions and asked the english teacher questions about concepts they did not understand. when the flipped classroom approach is used, learning appears active and not boring in the classroom. where feedback is exchanged between teachers and students while they are learning. its also supported by the result of an interview with the student that said "i feel more motivated in learning reading skills because the videos provided by the teacher on youtube are interesting, and i can also ask the teacher directly if i don't understand when learning in class”. the student felt more motivated in learning a reading skill, which caused the role the teacher plays innovative in this 336 | english franca, vol. 6, no. 2, 2022 case. the teacher made the learning video with interesting animation so that the students felt enjoy while watching the video learning. in the fifth question, students prefer learning by using flipped classroom method over than traditional method. it can be shown in the graphic percent, 99% flipped classroom and 1% traditional. from the data above, most of the students agreed that they prefer learning with flipped classroom method to the traditional method. this is also supported by the results of field observations by researchers, where students look active when the teacher conducted this flipped classroom method. this is also supported by the result of an interview that has been done by the researchers with the student, "i feel very enjoy learn with this method. because, i feel that learning is not monotonous, fun and cool when discussing in class with friends, and when i go to the class i already have knowledge about the lessons that will be studied in class." the implementation of the flipped classroom made the students prefer to study in the class because they learn the study material that is given by the teacher at their home. so, they go to the class, and the students have some pieces of knowledge about the learning material. the participant argued that the activities in the flipped classroom were beneficial to them. the students feel they can discuss and explore the problem successfully. because a flipped classroom uses two levels of learning: pre-class and in-class, this happens. as a result of the pre-class activities, students were prepared when they entered the classroom. both and instructor feedback, according to the students are beneficial to their reading skills. this result confirms karimi & hamzavi (2017) findings on the value of feedback in reading class. students acquired confidence in their reading after receiving comments on their developed topic, outline, thesis statement, grammar, and all five elements of the reading skill. as a consequence, they enable them to achieve a better outcome in terms of substance and context, as well as a higher mark on reading comprehension. instead of agreeing, the average score for each statement is neutral, according to another interpretation of the competencies finding. considering conventional lecturing was disliked by students, digital or video lectures were given instead. even though e-material was offered as a supplement to the video in case they had difficulty in understanding, they still prefer conventional lecturing. al-shabibi & alayasra (2019) defined a flipped classroom as not just about switching from a regular lecture to a video lecture. in this study, the video may not be enough to help them to grasp the knowledge outside of the nursyahdiyah, et. al: the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices 337 classroom. even though the films were just 20 minutes long and were followed by an assignment to prepare students for classroom activities, the students expressed a desire for additional or more engaging activities and resources. as a result, students lacked confidence in their ability to compose a better essay when depending entirely on the given video materials. conclusion the findings of the present study show that the students thought the flipped classroom activities were beneficial to them. the flipped classroom has been shown to benefit both students and instructors. furthermore, it enables instructors to use ict to the demands of the fourth industrial revolution. because the flipped classroom has already been demonstrated to be an effective strategy, the next step is to choose and provide appropriate content and platforms. to put it succinctly, the flipped classroom was a successful learning strategy for improving efl students' reading skills, as evidenced by learners' perceptions of the flipped classroom implementation. based on the findings in this study, flipped classroom method can be one of the effective methods that can be used by teachers, however during this covid-19 pandemic. references al-shabibi, t. s., & al-ayasra, m. a. k. 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(2020). cognitive regulations in ict-supported flipped classroom interactions: an activity theory perspective. british journal of educational technology, 51(1), 103–130. https://doi.org/10.1111/bjet.12763. https://doi.org/10.1145/1118178.1118215 https://doi.org/https:/doi.org/10.31227/osf.io/s37vj english franca : academic journal of english language and education vol. 2, no. 1, 2018, stain curup p-issn 2580-3670, e-issn 2580-3689 peer assessment in facebook comment column about one topic in writing ii subject of the fourth semester students of sriwijaya university english study program rita inderawati, ahmad hafiz pratama, bambang a. loeneto sriwijaya university, indonesia ritarudisaid@yahoo.com abstract the objectives of this study were to find out (1) the completeness of the students’ comments on facebook, (2) the quality of the students’ comments, and (3) the percentage of how well the students identified the characters of a good paragraph. the population of this study was the fourth-semester palembang class students of english education study program 2013 of sriwijaya university. the sample of the study was 48 students that were selected by using total sampling technique. the data were collected from the students’ comments on facebook of writing ii class in the academic year 2015 and analyzed by using two rubrics containing scoring systems. the results showed that the completeness in giving comments on the facebook group could be categorized into a very good category with the final score was 10. while, the quality of the comment from the students was also good with the final score was 15.56. the percentage of how well the students identified the characters of a good paragraph was 83.33% in very good level, 10.41 % in good level and 6.25 % in average level. overall, the final score of the students’ comments from those three research questions were average with the score was 9.85. it can be concluded that the students’ comments on facebook comment column in writing ii class in the academic year 2015 was average. keywords: academic writing; facebook; peer comments introdu ction language plays an important role in human life since it is a tool which humans use to interact with other people. we as a human being, of course, use language to interact with other people to understand each other. the importance of language is essential to every aspect and interaction in our everyday lives. we use language to inform the people 50 | english franca, vol. 2, no. 1, 2018 around us of what we feel, what we desire, and question/understand the world around us. we communicate effectively with our words, gestures, and tone of voice in a multitude of situation. english is known as a global language. english as a bridge of communication in the world has a big influence on the social life. nowadays, without english, it is rather difficult for someone to step forward, looking for another chance to have a good life. moreover, english is being the most necessary requirement to get into the higher level of bright future, especially for career development. it means that by mastering english, users are able to get several benefits as a well-prepared people. the government of indonesia acknowledges english as a compulsory subject in the daily life of education for the students of many levels. based on indonesian government regulation, no. 28, 1990, english is one of the compulsory subjects which is taught from the first year of the junior high school to the university level. there are four kinds of english skill, one of that is writing. writing is one of the important skills which should be learned and mastered by students. writing is a socio-cognitive activity that involves skills in planning and drafting, as well as knowledge of language, contexts, and audiences (hyland, 2007). writing becomes very important because it is the highest skill in language learning that people should master. writing ability is the ability to express ideas, opinions and thoughts and a way of communicating information, ideas, and feeling to other people. in fact, writing is a way of communication used by the writer to express, to generate, develop and organize the ideas for the reader by using the graphic in a certain language. harmer (2004, p.3) states that writing is a comprehensive ability involving grammar, vocabulary, and other elements; it has anything to do with listening, speaking, and reading. there were three writing courses in faculty of teacher training and education that students learnt for the academic year 2013 of english education study program of sriwijaya university; writing i, writing ii, and writing iii. in writing i subject the students were introduced to the definition of writing, the concept of writing, and all of the beginning of writing process. writing ii subject has concerned with the process of making a paragraph in academic writing. and last, writing iii subject deals with making an essay of academic writing. the teaching of writing can be applied in many ways; one of them is by using facebook. facebook is a ubiquitous technology for social use by students rather than an academic networking platform for their courses (rambe, 2010). wichadee (2013, p. 3) also states that it would be beneficial to use facebook as a platform for students to give and get feedback since it rita inderawati et.al : peer assessment in facebook comment column |51 creates authentic language interaction, increases students’ motivation and enhances their english learning achievement. in writing ii class, facebook was used as a medium for teaching and learning activities. facebook was chosen because it has many features which help students in learning process. one of the features of facebook was a group. that group belonged to the 2013 palembang students. the name of that group is writing ii with ri palembang 2015. there were some materials that had been discussed in it, such as: making a paragraph about facebook, observing the facilities in sriwijaya university, commenting on a book that could be found in the library, giving reasons why english as a major was selected, making a paragraph about mother and her hobbies, creating a paragraph about writing ii class and its interesting activities, and telling about the lecturer, and last the students had final exam. in addition, they could give comment to each other in that group as a learning process of writing. they should read the topic first, think about it, and if there was something that they wanted to give comment, they could do it in comment column. cheung, et al (2011) had noted that while “commenting in their facebook, the students developed confidence in writing and reading english and communicating with other users of facebook.” additionally, it also gives them an opportunity to enhance their knowledge about the text review. through commenting, students can state their opinion, make an argument, thus it will lead them to write their own review text. oshima and hogue (1999, p. 3) and harmer (2007, p. 4) mention there are four main stages in the writing process: planning, drafting, editing, and writing a final revision. planning is the beginning stage where the writer must determine what he or she should write. spring (1999) states that planning is really a matter of making choices about what people will include in the essay, how they will say it, why they are saying it, how they want the reader to react, and what they want to happen after the reader has read their work. a draft refers to the first version of a piece of writing. the drafting stage is characterized by increasingly less tentative efforts toward implementing a specific plan for written communication. spring (1999) explains that draft reminds the writer that the first copy of any piece of writing is only a first attempt which needs considerable fine-tuning. the editing stage involves the identification and correction of factual errors, deletion or revision of tangential issues, and rectification of omissions in a written document. therefore, winter (1999, p. 5) states that in editing process the focus in the surface of the writing, the appropriate word choice and correct format, spelling, grammar usage, and punctuation. in revising, 52 | english franca, vol. 2, no. 1, 2018 strive for vivid and concrete details, use synonyms (use a thesaurus and a dictionary), combine related ideas, vary sentence length, and move ideas if it would improve the message (spring, 1999). when the writer edits his or her draft and makes changes, they produce their final version. this final version may look very different with both the original copy and the first draft because it has been changed in the editing process. furthermore, related to this, there are two kinds of assessment, self-assessment and peer assessment. andrade and du (2007, p. 160) put forward that self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly. while mcmillan and hearn (2008) mention that self-assessment could mean that students simply check off answers ona multiple-choice test and grade themselves, but it involves much more than that. self-assessment is more accurately defined as a process by which students: 1) monitor and evaluate the quality of their thinking and behavior when learning and 2) identify strategies that improve their understanding and skills. on the other hand, peer assessment requires students to provide either feedback or grades (or both) to their peers on a product or a performance, based on the criteria of excellence for that product or event which students may have been involved in determining (falchikov, 2007, p. 132). students can help each other to make sense of the gaps in their learning and understanding and to get a more sophisticated grasp of the learning process. students receiving feedback from their peers can get a wider range of ideas about their work to promote development and improvement. peer assessment can also encourage collaborative learning through interchange about what constitutes good work. this study is a concern with peer assessment because generally the writer will check and analyze the comment from others as an analyzing process. in the facebook group, the lecturer listed some requirements for peer assessment. there were 11 requirements for giving a good comment: (1) the reviewer should comment on the title, (2) the reviewer should comment on the topic sentence, (3) the reviewer should comment whether the topic sentence has a controlling idea or not, (4) the reviewer should comment on the concluding sentence, (5) the reviewer should comment whether the concluding sentence begins with an appropriate end of paragraph signal or not, (6) the reviewer rita inderawati et.al : peer assessment in facebook comment column |53 should comment whether the concluding sentence tells the reader the things mention in controlling idea or not, (7) the reviewer should comment if there are any unclear sentences or not, (8) the reviewer should suggest the writer a way to improve the unclear sentences, (9) the reviewer should comment whether the paragraph have good unity or not, (10) the reviewer should comment whether the paragraph has good coherence or not and (11) the reviewer should comment if there are some errors in grammar and mechanics. the reviewer refers to the students who joined the online class on facebook. similar to this, hattie and timperley (2007, p. 104) state that to be effective, feedback needs to be clear, purposeful, meaningful, and compatible with students‟ prior knowledge and to provide logical connections. they put forwards six characteristics of effective feedback, they are (1) task specific. feedback requires learning context and therefore needs to be task specific. there is no advantage to tangential conversations when providing feedback, (2) self-regulation. feedback should encourage the learner’s selfregulation by enhancing self-efficacy and self-esteem. this concept corresponds with teaching learners how to learn, (3) low task complexity. feedback should address tasks of low complexity. goals should be broken down into manageable tasks, as this increases the effectiveness of feedback, (4) timing. the timing of feedback is not as straightforward as some may think. quick turn around on the correctness of simple tasks benefits students. while students may prefer instantaneous feedback, the literature supports that task process feedback benefits from a delay where students have time to think about difficult tasks before receiving the feedback, (5) praise. the most prevalent and least effective, praise disrupts the positive effects of feedback. it should be used cautiously, as students tend to enjoy private praise though it fails the need for task specificity and (6) technology enhanced. used appropriately, technology has the ability to provide timely feedback, improve collaboration, increase social presence, increase dialogue, improve reflection, support learning principles, and increase student satisfaction. considering to use the technologies available at schools can optimize technology in providing students’ feedback. however, there were some related studies which are considered closely related to this study. the first study entitled “grammatical error analysis of students comment writing based on facebook game in english intensive class of stain jurai siwo metro” was conducted by dedy subandowo in 2013. the research showed that the grammatical errors made by the students in english intensive class were redundant 54 | english franca, vol. 2, no. 1, 2018 use of auxiliary, unfamiliar words, nominal or verbal sentence, and making the error of interrogative form pattern. the second study entitled “critical discourse analysis of collaborative engagement in facebook posting” was conducted by patient rambe in 2012. the findings suggest the prevalence of formal authoritative (or hierarchical) discourses, few informal liberating (horizontal) discourses, nascent peer-based collaboration and limited learner engagement with theory. and the last study entitled “the implementation of peer editing technique to improve students‟ writing achievement” was conducted by fajri, inderawati, and mirizon in 2015. the result of paired sample ttest in experimental group showed the t-obtained was higher than the critical value of t-table (9.087> 2.041). it could be stated that there was a significant difference in the recount writing achievement before and after the treatment in the experimental group. in addition, the independent sample t-test showed the t-obtained was also higher than ttable after students‟ mean score was calculated (8.474 > 2.003). it can be concluded that there was a significant difference in recount writing achievement between the students who were taught through peer editing technique (experimental group) and those who were not (control group). in brief, peer editing technique was effective in writing achievement. however, this current study elaborated the completeness and quality of the peer assessment to show their critical thinking in commenting on their peer’s writing. therefore, the writer was interested in conducting this research in order to find out how the effectiveness of writing ii subject to the fourth-semester students english education study program in faculty of teacher training and education of palembang class sriwijaya university with rita inderawati 2015. in line with the explanation above, this study focused on conducting the descriptive study to describe, to present and to conclude that the writer got through the analysis process. this study was aimed to answer this following research questions: (1) how was the completeness of the 2013 students of english education in giving comment in facebook of group writing ii with ri palembang 2015 be categorized? (2) how was the quality of the comments of the 2013 students of english education study program? (3) how well did the students identify the characteristics of a good paragraph? resea rch met hod this study was conducted by employing the descriptive method. this method was meant to describe the collected data in form of the rita inderawati et.al : peer assessment in facebook comment column |55 completeness of the comments from the students, the quality of the comments from the students and the percentage of how well the students identified the characteristics of a good paragraph from the fourth-semester students palembang class of english education study program 2013. the population of this study was all the fourth-semester students palembang class of english education study program 2013 in faculty of teacher training and education. the number of population was 48 students. in this study, the writer took the sample from the total number of the population by employing total sampling technique.in collecting the data for this study, the writer collected the comments from the students in the facebook group of writing ii with ri palembang 2015. then, the writer analyzed those comments used two kinds of rubric. according to mertler (2001), rubrics are rating scales as opposed to a checklist that is used with performance assessments. both of the rubrics were developed by rita inderawati from sriwijaya university. the first rubric entitled rubric for commenting a single academic paragraph writing and the second rubric entitled rubric for academic paragraph writing. then for checking the reliability of the comments from the students the writer used inter-rater reliability to find out the reliability of the students‟ comments by involved two raters. phelan and wren (2005) state that inter-rater reliability is a measure of reliability used to assess the degree to which different judges or raters agree in their assessment decisions. the raters were chosen based on some criteria: they are those who already hold a master degree and have more than 5-years teaching experiences. the raters helped the writer to check the quality of the comments by using the rubric for academic paragraph writing. in this study, the data were analyzed by checking the student‟s responses toward the eleven questions of a complete comment and the scores were calculated using microsoft excel 2010. the writer used symbol “√” if the student completed the aspect and symbol “-“ was meant to be as did not complete. there were four scores based on the total responses that the students did, they were: score d (bad) consists of 0 – 2 responses, score c (average) consists of 3 – 5 responses, score b (good) consists of 6 – 8 responses and score a (very good) consists of 9 – 11 responses. for each response, it was given one point. it means that one response had one point. for example, if 9 responses were given the student got 9 or the score was 9. the biggest score in giving the responses was 11 while the lowest score was 0. the research question number two was analyzed by using rubric for academic paragraph writing and the scores were calculated by using microsoft excel 2010. 56 | english franca, vol. 2, no. 1, 2018 the comments would be analyzed by the raters. there are four scores in that rubric, they are: score 1 (bad), score 2 (average), score 3 (good) and score 4 (very good). there are also 6 aspects of an academic paragraph writing, they are (1) organization, (2) supporting sentences, (3) concluding sentence, (4) unity, (5) coherence and (6) use of language. so, the biggest possible score that the students got was 24 and the lowest score was 6. each score had its own score range. for score 4 (very good) it had the scoring range 19 – 24. for score 3 (good) it had the scoring range 13 – 18. for score 2 (average) it had the scoring range 7 – 12 and for score 1 (bad) it had the scoring range 1 – 6. the research question number three was analyzed by using the table to check how well the students identified a good paragraph. in the table, there were five aspects of a good paragraph, they are (1) topic sentence, (2) supporting sentence, (3) concluding sentence, (4) unity and coherence. the writer used symbol “√” for the students who gave the complete comment for every aspect, and symbol “x" for the students who didn't give the complete comment for every aspect. the biggest score that the students got was score 5 and the lowest score that the students got was score 1. the complete comment means that the students had already identified the characteristics of a good paragraph well and the incomplete comment means that the students did not already identify the characteristics of good paragraph well. then, the writer categorized it into five categories based on the total aspects that the students did, they were: score 5 (very good) that contained 5 aspects, score 4 (good) that contained 4 aspects, score 3 (average) that contained 3 aspects, score 2 (bad) that contained 2 aspects and score 1 (failed) that contained 1 aspects. findings an d i nt erpr etat ion of t he stu dy the completeness of the comments from the students the result of the analysis process of the completeness of the comments from the students showed that: there were 4 students giving 9 responses, 38 students giving 10 responses and 6 students giving 11 responses. so, there were three scores: 9, 10 and 11. table 1 the students’ responses range of score category number of students number of responses score very good (9 – 11) 4 9 9 38 10 10 rita inderawati et.al : peer assessment in facebook comment column |57 6 11 11 good (6 8) 0 0 0 average (3 – 5) 0 0 0 bad (0 – 2) 0 0 0 table 2 the average score of students responses number of score students 9 4 10 38 11 6 sum 30 48 average 10 from the writer‟s results obtained by using microsoft excel 2010, the average score of students‟ responses was 10. score 10 was included into a very good category with the range of score 9 – 11. finally, the writer could conclude that the completeness of the comment of the 2013 students of english education study program was very good. example 1 paragraph from the lecturer the examples of the comments from the students who got score 9, 10 and 11. 58 | english franca, vol. 2, no. 1, 2018 student 1 student 2 student 3 rita inderawati et.al : peer assessment in facebook comment column |59 for score 9 it showed that: first, the student commented on the title of the paragraph “the title is correct because it has written with the form of a phrase, “two useful things of writing ii class”. second, the student commented on the topic sentence “the topic sentence was clear”. third, the student commented that the topic sentence has a controlling idea “the topic sentence already have a controlling idea, the controlling idea is “is used for two things”. fourth, the student commented on the concluding sentence “the paragraph has a concluding sentence, it is “briefly, writing ii class is very useful for either to teach students to write a good and correct academic paragraph or to make students become good reviewers”. fifth, the student did not comment that the concluding sentence begins with an appropriate end of paragraph signal. sixth, the student commented that the concluding sentence tells the reader the things mention in controlling idea “the concluding sentence has already told the readers about the things mention in controlling idea, it is “is very useful for either to teach students to write a good and correct academic paragraph or to make students become good reviewers”. seventh, the student commented if there are any unclear sentences “in the paragraph there are no unclear sentences”. eighth, the student did not suggest a way to improve the unclear sentences. ninth, the student commented that the paragraph has good unity “the paragraph has a good unity because it feels one main idea, useful for two things”. tenth, the student commented that the paragraph has good coherence “the paragraph has a good coherence because it uses the correct transition signals like firstly, therefore, and moreover”. eleventh, the student commented if there are any errors in grammar and mechanics “here is no errors in grammar and mechanics because the paragraph have been checked the spelling and grammar on the computer”. for score 10 it showed that: first, the student commented on the title of the paragraph “the title is correct because it is already in a form of the phrase”. second and third, the student commented on the topic sentence and also commented that the topic sentence has a controlling idea “the topic sentence is also correct because it is already clear and also written with controlling idea”. fourth and fifth, the student commented on the concluding sentence and also commented that the concluding sentence begins with an appropriate end of paragraph signal “there is a good enough concluding sentence which it begins with the appropriate end of signal “briefly…”. sixth, the student commented that the concluding sentence tells the reader the things mention in controlling idea “there is a concluding sentence tell the reader the things mention in controlling idea like “and… to…”. seventh, the student commented if 60 | english franca, vol. 2, no. 1, 2018 there are any unclear sentences “this is a clear sentence”. eighth, the student did not suggest a way to improve the unclear sentences. ninth, the student commented that the paragraph has good unity “this paragraph has good unity because it only tells about two main things”. tenth, the student commented that the paragraph has good coherence “is also has good coherence because it uses many and correct transitions signal “firstly…secondly…”. eleventh, the student commented if there are any errors in grammar and mechanics “there is no any errors in grammar and mechanics (spelling, punctuation, and capitalization)”. for score 11 it showed that: first, the student commented on the title of the paragraph “the title of this single paragraph is “two useful of writing ii”. the title is good enough because it uses a phrase form, not a sentence form”. second and third, the student commented on the topic sentence and also commented that the topic sentence has a controlling idea “the topic sentence of this paragraph is “writing ii class” which is correct because it agrees with the title. the controlling idea is “..is useful for two things”, it also correct but the controlling idea would be nicer if it is changed into “gives two useful things”. fourth, the student commented on the concluding sentence “there is already a concluding sentence in the last sentence of this paragraph. it is “briefly, writing ii class is very useful for either to teach students to write a good and correct academic paragraph or to make students become good reviewers”. fifth, the student commented that the concluding sentence begins with an appropriate end of paragraph signal “this concluding sentence begins with an appropriate end of paragraph signal, it is “briefly”. seventh and eighth, the student commented if there are any unclear sentences and gave the explanation about the unclear sentence “i think there is no unclear sentence in this paragraph because all of the sentences are already clear and it is easy to read and understand”. ninth, the student commented that the paragraph has good unity “this simple paragraph already has a good unity because it only tells about two useful things of writing ii class”. tenth, the student commented that the paragraph has good coherence “i think this paragraph has a good coherence because it uses some transition signals”. eleventh, the student commented if there are any errors in grammar and mechanics “i think there is no error in grammar and mechanics”. the quality of the comments from the students the results of analysis process from the raters used the rubric for academic paragraph writing showed that: rita inderawati et.al : peer assessment in facebook comment column |61 from rater 1, there were 2 students getting score 12, 1 student getting score 14, 3 students getting score 15, 2 students getting score 16, 6 students getting score 17, 10 students getting score 18 and 24 students getting score 19 from the total 48 students. from rater 2, there was 1 student getting score 11, 1 student getting score 12, 1 student getting score 14, 4 students getting score 15, 3 students getting score 16, 4 students getting score 17, 11 students getting score 18 and 23 students getting score 19 from the total 48 students. the average from both raters can be seen in this following table: table 3 table of average (rater 1) number of no score students 1 12 2 2 14 1 3 15 3 4 16 2 5 17 6 6 18 10 7 19 24 sum 111 48 average 15.86 table 4 total of average (rater 2) no score number of students 1 11 1 2 12 1 3 14 1 4 15 4 5 16 3 6 17 4 7 18 11 8 19 23 sum 122 48 average 15.25 62 | english franca, vol. 2, no. 1, 2018 table 5 average from both raters score rater 1 15.86 rater 2 15.25 average 15.56 from the writer‟s results obtained by using microsoft excel 2010, the result from rater 1 showed the average score was 15.86 and from rater 2 showed the average score was 15.25. the average score from both raters showed the score was 15.56. score 15.56 was included into a good category with the scoring scale 13 – 18. finally, the writer could conclude that the quality of the comment of the 2013 students of english education study program was good. the percentage of how well the students identify the characteristics of a good paragraph the results of analysis process showed that: 40 students got score 5 (very good), 5 students got score 4 (good), and 3 students got score 3 (average). there were no results found for score 2 (bad) and score 1 (failed). the result of this analysis process can be seen in this following table: table 6 total of students‟ aspects no score total of the aspects category total 1 score 5 5 aspects very good 40 students 2 score 4 4 aspects good 5 students 3 score 3 3 aspects average 3 students 4 score 2 2 aspects bad 0 students 5 score 1 1 aspect failed 0 students those five aspects of a good paragraph are (1) topic sentence, (2) supporting sentence, (3) concluding sentence, (4) unity and (5) coherence. rita inderawati et.al : peer assessment in facebook comment column |63 student 1 student 2 student 3 64 | english franca, vol. 2, no. 1, 2018 for score 3 it showed that: first, the student identified the topic sentence of the paragraph well “this good rubric also has a clear topic sentence which is interesting to read and to understand”. second, the student identified the supporting sentence of the paragraph well “first of all, the title of this rubric is correct because it matches the paragraph. second, this good rubric also has a clear topic sentence which is interesting to read and to understand. third, the controlling idea is noticed to the rubric, “useful for two things”. fourth, it consists of concluding the sentence, too for example in this rubric, “briefly”. fifth, the rubric has exactly a concluding sentence with an appropriate end. sixth, the concluding sentence here tells the readers about the controlling idea which is talked about two things and makes senses. seventh, for this point, there is no unclear sentence. eighth, ninth, and tenth, this great rubric has a good unity, good coherence with each sentence in the paragraph, and finally, i would like to sat there is no error in its grammar”. third, the student identified the concluding sentence of the paragraph well “it consists of concluding the sentence, too for the example in this rubric, “briefly”. the rubric has exactly a concluding sentence with an appropriate end. the concluding sentence here tells the readers about the controlling idea which is talked about two things and makes sense”. fourth and fifth, the student did not identify the unity and the coherence of the paragraph well. for score 4 it showed that: first, the student identified the topic sentence of the paragraph well “the title and the topic sentence are correct because it is already in a form of a phrase, clear and also written with a controlling idea”. second, the student identified the supporting sentence of the paragraph well “firstly, the title and the topic sentence are correct because it is already in a form of a phrase, clear and also written with a controlling idea. then, there is good enough concluding sentence which it begins with the appropriate end of paragraph signal “briefly”. next, there is no unclear sentence appears in this paragraph since all the sentences are written clearly. the paragraph has good unity because it only tells about two main things. besides, it also has good coherence and also the grammatical is good”. third, the student identified the concluding sentence of the paragraph well “then, there is good enough concluding sentence which it begins with the appropriate end of paragraph signal “briefly”. fourth, the student identified the unity of the paragraph well “the paragraph has good unity because it only tells about two main things”. fifth, the student did not identify the coherence of the paragraph well. rita inderawati et.al : peer assessment in facebook comment column |65 for score 5 it showed that: first, the student identified the topic sentence of the paragraph well “the topic sentence of the paragraph is also correct because it describes the topic of the paragraph perfectly, but i think it would be nicer if the words “which is” from the sentence “the subject which is taught by maam rita inderawati” are omitted”. second, the student identified the supporting sentence of the paragraph well “firstly, the title is written correctly because it tells the main contents of the paragraph well. the topic sentence of the paragraph is also correct because it describes the topic of the paragraph perfectly, but i think it would be nicer if the words “which is” from the sentence “the subject which is taught by maam rita inderawati” are omitted. the next is controlling idea, it is written very well and does not need any correction”. the next aspect is the concluding sentence, the concluding sentence is good because it begins with an appropriate end of paragraph signal. the concluding sentence has also mentioned the things that had been explained in advance. then, the paragraph has no unclear sentence. after that, the aspect of the unity of this paragraph is written very well because the paragraph focuses on one main idea and does not go out of the track. next, the paragraph has a good coherence because the paragraph consists of many transition signals. finally, the last aspect is the grammatical and mechanics, there are no mistakes found regarding the spelling, punctuation or capitalization. third, the student identified the concluding sentence of the paragraph well “the concluding sentence is good because it begins with an appropriate end of paragraph signal. the concluding sentence has also mentioned the things that had been explained in advance”. fourth and fifth, the student identified the unity and the coherence of the paragraph well “the aspect of the unity of this paragraph is written very well because the paragraph focuses on one main idea and does not go out of the track. the paragraph has a good coherence because the paragraph consists of many transition signals”. after the writer got the results for each score, then the writer drew the percentage from those results. the percentage of those results can be seen in this following table: 66 | english franca, vol. 2, no. 1, 2018 table 7 the percentage of each score score percentage score 5 (very good) 40 x 100 : 48 = 83.33 % score 4 (good) 5 x 100 : 48 = 10.41 % score 3 (average) 3 x 100 : 48 = 6.25 % total = 100 % briefly, the writer could conclude that from the students‟ comments on facebook there are three categories of how well did the students identify the characteristics of a good paragraph, they are: 83.33 % students identified the characteristics of a good paragraph in very good level, 10.41 % students identified the characteristics of a good paragraph in good level and 6.25 % students identified the characteristics of a good paragraph in average level from the total 100 % students. table 8 the final score of students‟ comments x q1 very good (9-11) 9 10 10 11 q2 rater 1 15.86 15.56 rater 2 15.25 q3 very good 5 4 good 4 average 3 9.85 overall, from the writer’s results obtained from those three research questions by using microsoft excel 2010, the final score of students‟ comments was 9.85. based on the scoring scale of an academic paragraph writing, score 9.85 was included into an average category with the scoring scale 7 – 12. it could be concluded that the students' comments in writing ii subject with ri 2015 were average. di scu ssion there are some points to be discussed based on the findings above. based on the analysis process there were 4 students giving 9 rita inderawati et.al : peer assessment in facebook comment column |67 responses, 38 students giving 10 responses and 6 students giving 11 responses. so, there were three scores: 9, 10 and 11. then, from those three scores, the writer found the average score was 10 by calculated in microsoft excel 2010. score 10 was included into a very good category with the range of score 9 – 11. finally, the writer could conclude that the completeness of the comment of the 2013 students of english education study program was very good. next, the quality of the comments of the students using the rubric for academic paragraph writing was rated by two raters. rater 1 found out that there were 2 students getting score 12, 1 student getting score 14, 3 students getting score 15, 2 students getting score 16, 6 students getting score 17, 10 students getting score 18 and 24 students getting score 19 from the total 48 students. rater 2 found out that there were 1 student getting score 11, 1 student getting score 12, 1 student getting score 14, 4 students getting score 15, 3 students getting score 16, 4 students getting score 17, 11 students getting score 18 and 23 students getting score 19 from the total 48 students. from the writer’s results obtained by using microsoft excel 2010, the result from rater 1 showed the average score was 15.86 and from rater 2 showed the average score was 15.25. the average score from both raters showed the score was 15.56. score 15.56 was included into a good category with the scoring scale 13 – 18. finally, the writer could conclude that the quality of the comment of the 2013 students of english education study program was good. thirdly, the writer made the percentage of how well the students identified the characteristics of a good paragraph. there were 5 scores in the scoring system, they are: score 5 (very good), score 4 (good), score 3 (average), score 2 (bad) and score 1 (failed). the results of the analysis showed that there were 40 students getting score 5 (very good), 5 students getting score 4 (good) and 3 students getting score 3 (average). there was no result found for score 2 and score 1. then, the writer made the percentage of those results. according to findings above, the writer got the results 83.33 % students who got score 5 identified the paragraph in very good level, 10.41 % students who got score 4 identified the paragraph in a good level and 6.25 % students who got score 3 identified the paragraph in average level from the total 100% students. overall, from the writer‟s results obtained from those three research questions by using microsoft excel 2010, the final score of students‟ comments was 9.85. based on the scoring scale of an academic paragraph writing, score 9.85 was included into average 68 | english franca, vol. 2, no. 1, 2018 category with the scoring scale 7 – 12. it could be concluded that the students‟ comments in writing ii subject with rita inderawati 2015 was average. those all results had been gotten by the writer from collecting all the comments from the students in the facebook comment column. facebook provides some features in it and it has benefit to help the students in learning activities. it is relevant to the statement of wichadee (2013, p. 3), it would be beneficial to use facebook as a platform for students to give and get feedback since it creates authentic language interaction, increases students‟ motivation and enhances their english learning achievement. furthermore, rambe (2010) also states that facebook is a ubiquitous technology for social use by students rather than an academic networking platform for their courses. finally, from those experts say above, it would be beneficial if facebook can be made as a medium in teaching and learning activities. based on the analysis results of research question number one, many students did not fulfill the eleven responses of a good comment. they mostly missed the eighth response suggesting a way to improve any unclear sentence. only 6 students fulfilled it completely with all the eleven responses. for research question number two, the quality of the comments from the students was good with the final score was 15.56, means it was in a good category, with the scoring scale 13 – 18. then, for research question number three the writer did not find any scoring category for failed and bad. the students identified the characteristics of a good paragraph mostly in very good category with the total 40 students in it. furthermore, the students had commented in facebook comment column so that the writer can get the results above. commenting on facebook is good for their learning process. in line with this, cheung, et al (2011) had noted that while “commenting in their facebook, the students developed confidence in writing and reading english and communicating with other users of facebook". in addition, it also gives them an opportunity to enhance their knowledge about the text review. through commenting, students can state their opinion, make an argument, thus it will lead them to write their own review text. not only that, harris (1997) also states that writing comments on students’ papers is something of an art; it requires a little thought and practice for the comments to be effective-that is, both read and attended to. the comment column lets people comment on content on the site using their facebook account. people can choose to share their comment activity with their friends (and friends of their friends) on facebook as well. not only that, facebook also has a feature which has been well known as „group‟. this feature provides an unlimited number of users rita inderawati et.al : peer assessment in facebook comment column |69 to join with a common interest, ground, or certain purposes. it is possible to set whether the group will be in public or close or secret, as well. through the group, the users do not need to „befriend‟ other users. they can interact directly with the group. facebook group, according to hur (2011), has seven main functions: post, link, photo, video, doc (document), event, and group chat. the post can be used to announce, remind, or ask something. it can also be the place where materials are shared. the activities for the post might be a specific topic discussion, short story, or survey. conclu sion an d suggestion based on the findings analyzed in the previous chapter, there were three conclusions. first of all, the completeness of the 2013 students of english education in giving comment in facebook of group writing ii with rita inderawati palembang 2015 could be categorized into the very good category. secondly, the quality of the comment of the 2013 students of english education study program was good. thirdly, the percentage of how well the students identified the characteristics of a good paragraph was divided into three categories based on the result from analysis process, they were: 83.33 % students who got score 5 identified the characteristics of a good paragraph in very good level, 10.41 % students who got score 4 identified the characteristics of a good paragraph in good level and 6.25 % students who got score 3 identified the characteristics of a good paragraph in average level. it could be concluded that the students‟ comments in writing ii subject with rita inderawati 2015 were average. based on the conclusion above, the following are the suggestions. first of all, the result of this study is expected to help students in improving their writing skill. it can help students give comments based on the rubric. students will be able to give comments in facebook comment column based on the rubric, they will know the characteristics of a good comment, the quality of their comments will be good in that way, and they can identify the characteristics of a good paragraph well or even very good. not only that, by using facebook in the teaching and learning process, the writer also hope the students can learn more effectively in writing subject and finally their writing ability will increase through this way. secondly, the writer hopes to the lecturers by getting the results of this study will help the lecturers to be successful in language teaching and learning activities for writing subject in the future especially by 70 | english franca, vol. 2, no. 1, 2018 using facebook and comments as the medium. facebook is a good medium that can be used for teaching and learning activities. facebook provides many important features in it and those all can be used by the lecturers to increase the students’ attention and ability in learning activities especially for their writing ii subject in the next day. the last part is the suggestion for further researchers in the next day. the results of this study are also hoped to give more comprehensive information about writing ii subject to the other researchers in english education study program at faculty of teacher training and education, sriwijaya university. besides, the writer also hopes to the other further researchers this study can give them 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(1999). academic studies english; writing paragraphs and the writing process. the national adult literacy, 2, 1-28. http://www.en.copian.ca/library/learning/academic/english/writing/essaying/module10.pdf http://www.en.copian.ca/library/learning/academic/english/writing/essaying/module10.pdf http://www.en.copian.ca/library/learning/academic/english/writing/essaying/module10.pdf english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5442 zoom cloud meetings: online learning media in listening nurul maskana universitas sriwijaya email: nurulmaskana9@gmail.com ridha ilma© universitas islam negeri raden fatah palembang email: ridhailma_uin@radenfatah.ac.id manalulaili universitas islam negeri raden fatah palembang email: manalulaili_uin@radenfatah.ac.id abstract zoom cloud meetings is a web-based learning platform that was utilized during the covid-19 epidemic as a learning tool. the purpose of this study was to find out what students at uin raden fatah palembang felt about utilizing zoom cloud meetings as a medium for learning and listening during the epidemic. a qualitative case study research technique was used in this study. the participants in this study were third-semester efl students from uin raden fatah palembang's english education study program, with four students employing a deliberate sample using maximum variance sampling. the data was gathered using a semi-structured interview with open-ended questions. the theme analysis approach was used to analyze the data. the study's findings revealed the following benefits and drawbacks of using zoom cloud meetings for listening skill development: (1) the influence of the first language on listening skills, (2) zoom cloud meetings features, (3) internet connection, (4) security issues, (5) time limitation, (6) lack of vocabulary mastery, (7) homophone words, and (8) prior knowledge about the topics. as a result, the study's findings revealed the following benefits and drawbacks of using zoom cloud meetings in learning to listen: the influence of the first language on listening skills, zoom cloud mailto:nurulmaskana9@gmail.com mailto:ridhailma_uin@radenfatah.ac.id mailto:manalulaili_uin@radenfatah.ac.id 308 | english franca, vol. 6, no. 2, 2022 meetings features, internet connection, security issues, time constraints, lack of vocabulary mastery, homophone words, and prior knowledge about the topics. keywords: listening, students’ perception, zoom cloud meetings introduction for many decades, education has grown with technical assistance as an interconnected aspect, so students must be able to use a variety of online learning materials to learn during the pandemic period. machine learning, learning analytics, and data mining are all intimately tied to educational technology (chen et al. 2020). according to kumar and ahmad (2007), education may be defined in three ways: knowledge, topic, and process, or it can be defined as the process of infusing something into human beings. as information and communication technologies become more widely used, the role of educational technology in teaching is more crucial than ever (stosic, 2015). in three fields of purpose, education constantly operates qualification, socialization, and subjection (biesta, 2015). differently, furedi (2009) stated that education can promote values such as multiculturalism and environmental awareness. therefore, education is one of the important aspects that encourage people to learn. learning may take place anywhere and at any time, and it can be tailored to the requirements of the learners. learning media and systems are beginning to transition from traditional learning to the most recent learning procedure by utilizing technological help (febrianto et al., 2020). to date, four modes of learning have been implemented: traditional or known as face-to-face learning, online learning, remote learning, and blended learning. it is reinforced by watson (2008) that online programs progressed from conventional online programs, and remote learning featured communication lectures, video lectures, and real-time interactive video, and are now more convenient and efficient online delivery. furthermore, stansfield et al. (2004) said that the development and transformation of standard academic courses for online learning delivery provide a variety of options for both the academic institution and potential students. furthermore, the learning process in the age of ict now allows for the absence of teachers in the classroom (chen et al., 2020). the technology and pedagogies of the time, as well as socioeconomic contexts, have influenced how distance education is perceived and practiced, opening the way for new generations of distance educators nurul maskana, et. al: zoom cloud meetings: online learning media in listening 309 (saykili, 2018). in conclusion, online learning has become extensively employed in the digital era since it makes the teaching and learning process easier and more enjoyable, hence it has been applied in the educational area. online learning is accomplished via the use of electronic or online learning materials. furthermore, a computer transformed into a webbased system via a smartphone or android may be used to establish the internet, a network that allows the interactive presentation of the online learning process to run (suhery et al., 2020). zoom meetings, google meet, jitsi meet, whatsapp video calls, youtube live streaming, and many more online learning technologies provide video chat-like face-to-face communication (haqien & rahman, 2020). according to indiani (2020), there is no guarantee that the diverse media available for varied purposes will produce optimal results. furthermore, many things must be prepared in the online media education process for it to be optimized, not only from educator preparedness but also from the selection of online media applications, which is a significant component in the learning process's execution. as a result, social media has grown in popularity, particularly during the covid-19 outbreak. as a result, the covid-19 pandemic hit the traditional classroom meeting, resulting in nearly all school closures and schools switching to online meetings to prevent covid-19 spread. as a result, indonesian education minister nadiem anwar makarim (2020) advised all parties to complete their education at home. furthermore, covid-19 harms education, including study interruptions, limited access to educational and research facilities, and higher student loans. it led to the usage of online media to encourage people to continue learning, and one of the prominent meeting platforms for the teaching and learning process is zoom cloud meetings. this program may be used not only for studying but also for office and other purposes. this platform is free to use, with a time limit of roughly forty minutes if the account is premium, and there is no time limit if the account is free. nowadays, the fast growth of zoom cloud meetings as a learning media has shifted people's mindset that zoom cloud meetings might increase teachers' creativity during online learning (baron, 2020). it is because the zoom cloud meetings application could make people communicate directly with anyone via video the same as face-to-face interaction. therefore, it is suitable to be used as a learning medium for different learning purposes and subjects, including for efl learners to learn english. as one of the languages, english is a worldwide 310 | english franca, vol. 6, no. 2, 2022 communication tool and hence focuses on educating students to learn communication skills. therefore, english is important. the four basic language abilities are commonly regarded as speaking, listening, reading, and writing (sadiku, 2015). one of those is listening. listening is a receptive skill since the ear is used to receive information. furthermore, humans must learn linguistic acquisition as a receptive ability that inputs information and knowledge (bayani et al., 2018). siegel (2015)stated that recognizing is a listening competence that requires both top-down and bottom-up processing, as well as cognitive activities including activating lexical and background information and considering the context of the listening experience. as supported by hamouda (2013), listening is a fundamental language skill, and as such, it ought to be ranked as the highest priority among the four skill areas for language students. thus, before learning and developing other skills such as reading, speaking, and writing, students should first master listening. however, during the pandemic of covid-19, students worldwide might not be capable of expressing and optimizing their learning participation and the use of educational media such as zoom cloud meetings would be the choice to ensure the listening activity still could be conducted. based on a preliminary study conducted on efl learners in the faculty of tarbiyah and teaching science at uin raden fatah palembang on the 4th of october 2021 by using a google form to the third-semester students of the english education study program, there were nine students responded to the questions. it was found that the students had been familiar with the zoom meeting app and had used it since the pandemic of covid-19 for the teaching and learning process also they had found the benefits and weaknesses of that app in learning to listen. the researchers also confirmed the lecturers who had used zoom cloud meetings as media for teaching listening. thus, it strongly encouraged the researchers to explore more about students' thoughts and perceptions on the use of zoom cloud meetings in learning listening at uin raden fatah palembang. many comparable studies have been undertaken by certain experts to investigate the function of media technology in language learning. nuraziza et al. presented the first previous study (2021). there were various misunderstandings about using zoom to facilitate online learning were uncovered. some students stated that the implementation of e-learning should be improved regularly. surprisingly, it led to major gains in the learning and teaching processes, especially during the covidnurul maskana, et. al: zoom cloud meetings: online learning media in listening 311 19 era. nurkhamidah conducted the second study (2021). the impact of lecturers' materials on students' learning motivation, the usefulness of the material, level of difficulty and quantity of the material and activities, variety of material and activities, usefulness of preand post-listening activities, audio quality, and worksheet suitability was discovered. kinasih investigated the third related study (2021). when it came to students' perceptions of the use of online learning via zoom in public speaking classes, the findings revealed that they agreed with some statements, such as online learning via zoom was appropriate for the current situation because it could smooth the learning process, so students enjoyed the learning process and felt involved in the class. the researchers were intrigued by the above description and decided to perform the study "zoom cloud meetings: online learning media in listening," which focused on the impression of the usage of zoom cloud meetings as media in learning to listen for efl students. theoretical framework educational technology technology advancements in the educational field have led to the development of education technology(ali, 2020). ai, impact computing, adaptive or predictive software, clouds, and platforms are among the most significant data aggregation technologies emerging today. (macgilchrist et al., 2020). the creation of computerized learning modules allows for the systematic, real-time evaluation of students, and data mining and data analytic software can give both students and teachers immediate feedback on academic performance (west, 2012). the creation of computerized learning modules allows for the systematic, real-time evaluation of students, and data mining and data analytic software can give both students and teachers immediate feedback on academic performance. educational media educational media, which are learning media used by teachers to pique students' interest in learning, should be engaging and interactive throughout the teaching and learning process (said et al., 2018). the media had a huge and paradoxical impact on schooling during the covid19 pandemic. it is rapidly becoming a key component in socialization and social learning, as well as a means and source of formal and non-formal education (tsvietkova et al., 2020). as a result, one of the obstacles for students and instructors in using media in the teaching and learning 312 | english franca, vol. 6, no. 2, 2022 process has been the spread of the covid-19 pandemic, and zoom meetings are one of the media that may be utilized in the teaching and learning process (simamora, 2020). based on the above descriptions it can be concluded that the development of computerized learning modules enables systematic, realtime examination of students, and data mining and data analysis tools may provide rapid feedback on academic achievement to both students and teachers. furthermore, one of the problems for students and instructors to utilize media in the teaching and learning process has been the spread of the covid-19 pandemic, and zoom meetings are one of the media that may be used in the teaching and learning process. zoom cloud meetings zoom cloud meetings, located in san jose, california, is a videobased learning platform created in 2011 by eric yuan (gunawan et al., 2021). the transition from traditional schooling to the zoom platform has been a learning curve and, to some extent, difficult to utilize for many teachers and students (adam, 2020). consequently, it can be used effectively. it would be helpful to encourage students to use the zoom cloud meetings tool because it was a means of cooperation that they could use, especially when completing group projects without being constrained by time or place (hassan et al., 2020). therefore, it has thus served as a substitute for a learning medium for various learning objectives and courses, particularly for efl students. efl students language learners who study languages as a foreign language to be learned are referred to as efl (e.g. indonesian people who learn english in their country are efl learners). furthermore, efl denotes english as a foreign language, whereas esl denotes english as a second language (si, 2019). academics studying english as a foreign language have largely backed individuals and language-learning methodologies. marpaung and widyantoro (2020) language training would be offered to efl learners in indonesia through formal education such as school or non-formal education such as a language club or language course. the standard variety of english that indonesian students must learn in schools and colleges, however, is the one used in books and official events, so that they can compete globally. other types will be instructed using the media and the internet. (rini, 2014). as a result, language learners who study languages as a foreign language to be learned are referred to as efl learners who are learning and acquiring the languages. nurul maskana, et. al: zoom cloud meetings: online learning media in listening 313 the four fundamental skills that must be integrated by the instructor for english as a foreign language teaching to be successful are reading, listening, speaking, and writing. a teacher must also be knowledgeable about pedagogy, strategy, and approach. (hayati et al., 2021). listening is an important skill for efl students to acquire because it will help them become accustomed to the english environment. learning listening by using zoom cloud meetings cheung (2010) recently emphasized the significance of listening comprehension in learning english as a foreign language and advocated for a greater emphasis on listening comprehension. the basic purpose of language acquisition is to grasp the information presented as input (agustina, 2019). the input received in terms of listening ability is in the form of spoken language. as a result, developing the ability to listen should be a lifelong endeavor. because of zoom cloud meetings' screensharing features, the number of learning resources for listening courses has increased. additionally, a variety of websites, including randall's esl online listening lab, youglish, and news on levels, are accessible for use in the development of listening and pronunciation(kamalitdinovna, 2021). based on the description above, it can be inferred that learning to listen should be a lifelong endeavor. because of zoom cloud meetings' screen-sharing features, the choice of learning tools for listening classes has increased. several websites, like randall's esl online listening lab, youglish, and news on levels, are also available for use in the development of listening and pronunciation skills. research methodology the research design for this study was qualitative. the goal of qualitative research, according to cresswell (2014), is to examine and comprehend the fundamental concept of phenomena from individuals, groups, and individuals in society or people. according to the definition above, the purpose of this study was to discover how students perceived the use of zoom meetings in learning to listen. in this study, the role of technology and media in establishing student abilities in listening to english was investigated. for example, a case study was used within the context of qualitative research to discover efl students' perceptions at uin raden fatah palembang. furthermore, the interview was used to collect data for this study. detailed information was gathered over some time. 314 | english franca, vol. 6, no. 2, 2022 furthermore, four students were chosen using purposeful sampling, specifically maximal variation sampling, from a group of twenty-eight undergraduate efl students in the english education study program. purposive sampling, as dörnyei (2014) emphasizes, is used to find individuals who can provide rich and diverse insights into the phenomenon under investigation, maximizing our learning ability. the participants were chosen by the researchers based on their listening scores (low and high achievers) and lecturer recommendation. an interview was used to gather information for this investigation. according to adhabi and anozie (2017), one of the data collection techniques for qualitative researchers is the interview, which has distinct advantages over other methods. a semi-structured interview would be chosen to delve deeper into issues concerning respondents' perceptions of using zoom meeting in learning listening during the covid-19 pandemic. due to the pandemic of covid-19, it was conducted virtually via zoom by adapting four experts from a literature review. the researchers used the interview as an instrument to collect data. this type was possibly conducted because kamboj et al. (2021) stated that virtual interviews were acceptable. the researchers recorded the interview to store the data as the primary information. results & discussion results undergraduate efl students' impressions of the usage of zoom cloud meetings as learning material in learning listening at uin raden fatah palembang during the pandemic era were the research findings provided in this study. thematic analysis was used to examine the interview data. the following are the descriptions of the discoveries: table 1 themes and codes for students' perceptions of the use of zoom cloud meetings in learning listening themes codes nurul maskana, et. al: zoom cloud meetings: online learning media in listening 315 the influence of first language on listening skill students’ first language did not influence their listening comprehension since the languages were different so that there were no influences of students’ first language in listening comprehension the features of zoom cloudmeeting a. the majority of students thought that using zoom cloud meeting as a learning tool for language listening instruction was appropriate. one of them thought it was not effective. b. most students saw the value in zoom cloud meetings features for learning listening, such as the share screen and recording features, which helped them understand the material more easily. internet connection the students believed that if the environment did not support internet access, learning to listen would be difficult. security issues the link was not private, so other students could access the class even though they did not belong to it. time limitation since the lecturer's application was not a premium one, students were required to return after forty minutes or create a new one. lack of vocabulary mastery to understand the material, the students used google translate to look up the meanings of unfamiliar words. 316 | english franca, vol. 6, no. 2, 2022 homophone words by using zoom cloud meetings, most students perceived that homophone words could make it difficult for them to understand the material. prior knowledge of the topics each student used zoom cloud meetings to prepare for the listening class. discussion the researcher noted various viewpoints as a result of the use of zoom cloud meetings as a medium in learning listening to efl students at uin raden fatah palembang during the pandemic era, based on the findings of data analysis using thematic analysis. people's perceptions are as follows: first, the influence of their first language was the first impression of efl students as foreign language learners. listening is a simple task, according to rahmah (2021), unless the language used is foreign, as listening in a foreign language is more difficult than listening in a first or second language. it is related to the findings that were accepted during the interview session, in which the students stated that there was no relationship between the first language and listening. because the language delivered to the students was foreign, they needed a deep understanding of the language to interpret it rather than their understanding of their first language because it had been taught to them since they were children and was also supported by the environment. second, the features of zoom cloud meetings were the topic of the second perception. according to hassan et al. (2020), encouraging students to use the zoom cloud meetings application would be beneficial since it was a medium of cooperation that could include students, particularly in delivering group work regardless of distance or time constraints to meet physically. it is related to the findings that the majority of students thought the use of zoom cloud meetings in learning listening was adequate. furthermore, the zoom cloud meetings features aided students in learning to listen to comprehend the material. on the other hand, some students felt that using zoom cloud meetings for learning listening was inefficient because the material recorder occasionally stopped working. it would detract from the listening session. students may also have limited (or no) broadband connectivity, as supported by fudge and williams (2020), as well as a variety of technical challenges such as audio lag, freezing, or jitter. for example, in this case, the lecturer played the audio and the students were supposed nurul maskana, et. al: zoom cloud meetings: online learning media in listening 317 to answer the questions in the guidebook, but the audio lag distracted them. as a result, they perceived it as inefficient. third, the internet connection was the third perception. rinekso and muslim (2020) stated that slow internet connections and system errors inhibit them from writing and responding quickly because their chat is on hold. students with a supported environment or facilities where they could get a good internet connection or the devices were connected by wifi, on the other hand, perceived no problems with learning listening online with zoom cloud meetings as the media. according to dharma et al., (2017), internet speed determined the smoothness of the learning process. in this case, the listening activities required a strong internet connection to avoid misinterpretation of the material delivered. as a result, a good internet connection should be provided so that the class can proceed successfully. the fourth perception concerned security concerns. the meeting link was easily accessible, allowing anyone with the link to join the class. in this case, another student was admitted to the class without the lecturer's knowledge. to be fair, zoom made every effort to address issues that were brought to their attention (fudge & williams, 2020). furthermore, zoom provided a feature for participants to assist lecturers and students in checking attendance, and the host could easily kick out an unknown participant. the fifth perception was a time constraint. in this case, the zoom used by the lecturer was not a premium one, so it would expire after forty minutes. zoom cloud meetings has two types of accounts: premium and non-premium. even if the account is not premium, the new account will have unlimited time. non-premium users have only a 40-minute chance at each session, after which they must leave and reenter the room, and each meeting is limited to 100 participants, as supported by zulherman et al., (2021). the researcher discovered that students expected the institution to provide premium accounts for their classes. in other words, rent a special account for education to avoid time constraints, allowing the class to be completed in real-time according to the lesson plan. the lack of vocabulary mastery was the sixth perception. as they learned a foreign language, students would hear audio that was pronounced by english native speakers while learning to listen, particularly interpretive listening. they should also interpret it with their understanding. according to hamouda (2013), limited english 318 | english franca, vol. 6, no. 2, 2022 vocabulary interferes with listeners' listening comprehension because of unclear and limited vocabulary. as a result, to gain a better understanding, students should listen to the audio carefully. it would be difficult if they lacked vocabulary mastery in learning listening by using zoom cloud meetings. the researcher discovered that the students used google translate when they encountered unfamiliar words or asked the lecturer directly for clarification. the homophone words were the seventh perception. in this case, students sometimes recognized that some words have similar and dissimilar meanings and pronunciations. according to jiang (2009), students' inability to recognize words with similar sounds was influenced by unfamiliar pronunciation. based on the findings, the students used their methods to overcome the homophone words, such as focusing on the sentences they were listening to, checking them in a dictionary, opening youtube, and even guessing it directly. as a result, students not only understood the meaning of each word but also the material, allowing them to interpret the audio that played. prior knowledge about the topics was the eighth perception. before attending a listening class, students should prepare themselves to properly acquire knowledge. according to nurpahmi (2015), prior knowledge assisted listeners in acquiring spoken language, making sentences easier to understand, and building vocabulary related to the subject they were hearing. in this case, each student would prepare for the listening class in their unique way. they were also highly motivated to learn. during the pandemic era, these were students' perspectives on the use of zoom cloud meetings as a medium for learning listening at uin raden fatah palembang. conclusion zoom cloud meetings were perceived as a learning listening media for the students. the perceptions and interpretations are discussed here. perspectives of students on first language acquisition. the student's mother tongue did not affect the listening activity. otherwise, they should focus on what they just heard. accepting shown above explanation, the researchers concluded that to interpret what they had heard, they needed to understand the point of the sound. students' opinions about zoom cloud meetings' features. zoom cloud 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(2021). factor of zoom cloud meetings: technology adoption in the pandemic of covid-19. international journal of evaluation and research in education (ijere), 10(3), 816–825. https://doi.org/10.21013/jems.v15.n1.p4 https://doi.org/10.21013/jems.v15.n1.p4 https://doi.org/10.1057/9781137521903 https://doi.org/10.46627/silet.v1i2.38 https://doi.org/10.46627/silet.v1i2.38 https://doi.org/10.28945/296 https://doi.org/10.23947/2334-8496-2015-3-1-111-114 https://doi.org/10.23947/2334-8496-2015-3-1-111-114 https://doi.org/10.47492/jip.v1i3.90 https://doi.org/10.47492/jip.v1i3.90 https://doi.org/10.1051/shsconf/20207501001 324 | english franca, vol. 6, no. 2, 2022 empty page english franca academic journal of english language and education doi: 10.29240/ef.v7i1.5525 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license utilizing suggestopedia method in teaching english grammar siti halimatus sa'diyah¹, fathor rozi², wahyu lestari3 ¹ zainul hasan islamic university, probolinggo, indonesia ² nurul jadid university, probolinggo, indonesia ³ zainul hasan islamic university, probolinggo, indonesia corresponding email: fathorrozi330@gmail.com introduction various languages are used worldwide to communicate, but english is an international language (mutmainnah & fitriani, 2021). english is a global language, such as art, science, humanities, travel, social sciences, and trade (mustajadli, 2020). it shows how important it is to master a foreign language, especially english, as an introduction to student academic success and to support one's career in the world of work (yani et al., 2018). in learning english, it is necessary to master excellent and correct grammar (grammar) because learning is a fundamental element used in every language skill, whether speaking, writing, reading, or listening (çiftci & özcan, 2021). however, in this learning, many problems arise in students' mastery of the material. the main problem in learning english is the lack of students to have mastery of grammar, especially about how to compose sentences and use suitable conjunctions and verbs according to changing times (visakha, 2019; qasem & asaad, 2019). the lack of mastery of the material is not only caused by a person's lack of responsiveness in understanding the grammar material, but these obstacles also occur because of anxiety, fear of being wrong, and fear of trying and practicing the material they have learned. for this reason, the task of a teacher is not only to transfer materials to students, but a teacher should also be able to actively involve students in the learning process by actualizing their own learning experiences (abdullah, 2017). in addition, creating a conducive and relaxed or pleasant atmosphere is equally important. the learner's thinking should be made as calm, relaxed, and open as possible so that materials that stimulate the sensory nerve can be quickly received and retained for an extended time (anggraeni & alpian, 2018). abstract. this study aims to analyze and examine the use of the suggestopedia method in teaching english grammar as one of the primary methods for understanding grammar material. the research method used is a descriptive qualitative approach with the type of case study. the research location is in the al hamidiyah area of the nurul jadid islamic boarding school student cottage and for research subject in special classes for student linguistics including two language teachers as primary informant subject and one student as secondry informants subject. meanwhile, the data collection used in this study included direct observation and unstructured interviews in determining the data's accuracy. the data analysis technique consists of the stages of collecting data, preparing it for analysis, analyzing it, and then concluding the analysis. the results obtained from the application of the suggestopedia method are the increasing understanding of students in participating in grammar lessons because students are invited to understand the core of the material in an enjoyable and calming way, namely by good class arrangement and being given soothing music accompaniment. the implication is that students' understanding of learning can be achieved with variations in the learning carried out by the teacher so that students do not feel anxious and enjoy themselves in class. keywords: suggestopedia method, grammar teaching http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:fathorrozi330@gmail.com siti halimatus sa'diyah, et. al., 2023 utilizing suggestopedia method in teaching english grammar 30 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 9 3 4 ) in this case, one of the special areas for female students in the nurul jadid islamic boarding school, paiton, probolinggo, east java, took the initiative to use the suggestopedia method in learning english grammar. it is done considering that many female students have difficulty understanding the material, disapproval and lack of conducive classroom atmosphere, which triggers the emergence of problems when the material is presented. therefore, even though the area has a pesantren background, the teaching staff always apply new methods that are more creative and interesting, making it easier for students to master the material. in this research, the author uses the suggestopedia method to overcome the problems in learning english grammar above. the suggestopedia method was developed by a bulgarian psychotherapist, georgi lozanof, in 1975, who was researching the effect of the application of suggestology (a science that studies non-rational influences on human behavior) on the mastery of foreign languages (mustapha, 2018; waluyo et al., 2018). this suggestopedia method is a learning method that can influence students in certain ways and at a simpler level to create a feeling of enjoyment and calm in the learning process for students (bali & arifa, 2022). the suggestopedia method is also one of the language learning methods that emphasize a relaxed and encouraging learning atmosphere (nurfadhilah & abidah, 2022) the suggestopedia method is also widely implemented by teachers at both the junior and senior high school levels. the research identification results show that the suggestopedia method can improve students' skills, activeness, confidence, and enthusiasm in learning arabic (nurfadhilah & abidah, 2022). the results of the research on english tutoring for elementary school students also showed that the percentage of students' understanding had increased in each cycle with the application of the suggestopedia method (karabacak, 2021). the method that venkanna has used in research to improve students' english reading comprehension also suggests that using the method during the learning process creates a sense of comfort and reduces students' worries (supreme, 2020). the analysis results also explain that the suggestopedia method has implications for learning arabic writing skills at the mutaqoddim (insya') level based on six aspects: learning objectives, learning techniques, learning strategies, learning media, from the learning environment, and learning levels (invoice, 2020). the descriptions of several research results above only focus on the development of speaking, reading, learning mathematics, and learning arabic. there has been no research that only focuses on teaching grammar, for that researchers want to use the suggestopedia method in different teaching, namely teaching grammar material. because to achieve optimal english language skills, professional language instructors (grammar) must provide a balanced portion of mastery of material and practice. (susanthi, 2020). this problem is not only felt by students at the junior high school and high school levels, but it is also often experienced by students at the college level. this is evidenced by the results of observations in the nurul jadid islamic boarding school student area, where on average students seem to have difficulty when asked or answering questions about grammar. they admitted that they had difficulty remembering and confusion when the teacher delivered the material. from the explanation above, the author aims to provide problem-solving for students' misunderstanding and difficulties with english grammar, which students usually consider as material that is difficult to understand and remember. the thoughts of students who think it is difficult to understand the grammar material want the author to change it by using this suggestopedia method. all the material is accessible if students enjoy the material presented, and the teacher can convey the material in a relaxed, straightforward manner but easy for students to understand. siti halimatus sa'diyah, et. al., 2023 utilizing suggestopedia method in teaching english grammar 31 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 9 3 4 ) theoretical framework suggestopedia method suggestopedia is developed strategy by lozanov a bulgarian psychologist, he thinks that factor the main obstacle study students, including study language and literature, is obstacle psychological. lozanov believes that successful lessons must be touching level loweraware students (herman et al., 2018). in the implementation method suggestopedia, this can be done with drama, activity physical, and music at moment the lesson take place. so the technique of relaxation and selected concentration could help students to open subconsciousness as well as help them dominate many vocabularies new and structure others. suggestopedia includes a method able learning to influence participants to educate in thing learning, and life student experience emotions, which is very important, and even possible important in settings academics because emotion modulate almost every aspect of cognition and connected perception direct with him (m. a. l. i. mustapha, 2018). also with participants ' happy education moment activity learning going on, happiness is an element important in the pross of learning because things could take effect convenience they moment accept the material. method this could create an atmosphere interesting and fun. so, participants educate will tend more open in carrying out the learning process that has been mastered (bali & arifa, 2022). in basic mind man that able to be directed or set by other people with method gift suggestions, as for things to do to create thoughts above that is with bringing a sense of comfort, relax so that conditions soul becomes calm so that mind will open and easily accept something ( thing ) that is given as well as capable withhold her memory in a relatively long time (fakturmen, 2020). english grammar the definition of grammar is learning about how words dan components are joined so that it becomes a sentence. however, not a few people sometimes describe grammar as the " rules " of language. for example, in a language such as big street, the words are car and truck, but system language signs and mark the way that gives know people are driving on it where to go and how method driving. without signs road, road raya big will with fast become chaotic. without system language, anything can produce a sort of communication basic, but no will could form more ideas complex into words (rossiter, 2021). mastery of grammar will influence the mastery skills of somebody in speaking. therefore, when somebody wants to learn a language formally understand what that grammar is eye must learn and study by deeply. what're students with distant educational levels are more complex compared to students in school medium. the whole participant's education needs to be given adequate grammar as well as more complex so that they have the ability good language related to the mission academic more complex (rachmawati, 2022) grammar teaching is available three must field considered, system language as rules, order language as shape, and system language as the source. so that can be concluded that grammar has some part system language for example words, sentences, paragraphs, nouns, verbs, and sign read. not only thing, but grammar is also one claimed aspect that can make something meaningful in a writing. grammar has a role in the professional world because grammar skills will deliver somebody who can understand language orally and write with good in handling clients and document professional (singodiwongso & susilawati, 2021). material and method in reviewing this topic, the researcher used a qualitative descriptive approach to collect all the information and data needed to improve students' understanding of learning, especially grammar. more specifically, this research uses a case study type to understand the problem in depth by bringing together various sources of information (habsy, 2017). furthermore, this type of research was chosen to describe a condition in a context in detail and depth (luthfiyah, 2020). as a case study research, the research location is in the nurul jadid islamic boarding school, a student boarding school in the al hamidiyah area, paiton district, probolinggo. to siti halimatus sa'diyah, et. al., 2023 utilizing suggestopedia method in teaching english grammar 32 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 9 3 4 ) be precise, the research was conducted in a student linguistic class. in this study, the informants who became the research subjects were ustadzah roisah annuriah khalilah, suci wulandari, and halimatus sa'diyah, as language program teachers became primary informants. at the same time, izza afkarina becomes a secondary informant as a student. meanwhile, the data collection method carried out unstructured interviews and observations. unstructured interviews are free interviews without any interview guidelines that have been prepared entirely and systematically (untari, 2020). the observation is done by observing the object of research, asking questions, collecting data, then making conclusions from the data that has been compiled (setiana, 2018). from the interviews and observations, the researchers carried out data analysis techniques consisting of stages of collecting data, reducing data, presenting data, and concluding the analysis (syah & sofyan, 2021). at the data reduction stage, the researcher tries to select, simplify, and summarize rough notes during interviews and direct observations (rijali, 2019). results and discussion results stages of utilizing the suggestopedia method the stages of implementing the suggestopedia method are as follows; first, the teacher prepares the lesson. after that, the teacher must prepare the learning materials and media used. the teaching materials used for the grammar material are in the form of a grammar book from betty and some examples of questions related to the material. while the media that are usually used are sound systems and soothing classical music. second, the teacher arranges the class and chooses a quiet place away from the noise. third, the teacher starts learning by delivering the material and reading it. during the learning process, the teacher casually adds soothing accompaniment to calming music that can make students relax, relaxed and comfortable when listening to the material. the competencies that female students must achieve at the end of the material include; a.) knowledge (understanding and essential information contained in a chapter). b.) skills (students' ability to master the material). fourth, while providing opportunities for students to understand what they are learning, the teacher is sharing problems by asking students to convey the problems and difficulties obtained after the material presentation, then provide solutions. the teacher delivers the material for 2-3 meetings. in grammar lessons, each chapter, on average, consists of 2 subchapters. each sub-chapter is usually explained in one meeting or 2x30 minutes. fifth, the teacher asks students to review in their own language and practice what they know by making different examples of the material that has been conveyed then asking students to do assignments at the end of the meeting. if a plot is formed, then the application of the suggestopedia method in the al hamidiyah area can be seen in figure 1 below: figure 1.1 application flow of the suggestopedia method for learning english grammar from the application of the suggestopedia method that was applied in the al hamidiyah area of the nurul jadid student boarding school, other teachers said that most of their students had progressed in participating in grammar learning. it can be seen when 75% of female students experienced an increase in grammar scores, with the enthusiasm and activeness of female students in participating in lessons reaching 80%. learning preparation place setting application of the method sharing review & duty siti halimatus sa'diyah, et. al., 2023 utilizing suggestopedia method in teaching english grammar 32 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 9 3 4 ) from some of the changes obtained by the grammar teacher for the students mentioned above, it can be seen that the grammar learning model, carried out by utilizing the suggestopedia method, can improve understanding and mastery of grammar material. the following is a picture of the research framework: figure 1.2 research framework discussion this research focuses on the suggestopedia method's use in teaching grammar to female students in the al-hamidiyah area of the nurul jadid islamic boarding school. because, from the results of observations made in the field, students from the al-hamidiyah area of the nurul jadid islamic boarding school often do not enjoy, are frustrated, and find it difficult to understand the grammar material. overcome the difficulties of female students in understanding the learning grammar material in the al hamidiyah area of the nurul jadid islamic boarding school, the effort made by the teacher is to use the suggestopedia method. the grammar material linguistic program teacher said that the suggestopedia method could overcome the difficulties of female students in understanding the grammar material (sa'diyah, 2022). it can be seen from the student's achievement at the end of the lesson, which was deliberately carried out by the teacher. in this context, the method applied is the suggestopedia method. diane larsen freeman said that the suggestopedia method was implemented by making students as comfortable as possible. the ideal is lounge chairs, soft lighting and music available to create a relaxing environment (handoko, 2021). this method was chosen considering suggestopedia can make students understand grammar which is used as a set of rules to form language so that it has meaning or can be understood (anggraini et al., 2020). of course, suppose a material is delivered in this way. in that case, students who listen to the explanation of the grammar material will also not feel bored and even want to know the following material without feeling pressured (sahidah, 2019). the increase in student grades and activity can be obtained because female students are made as enjoyable as possible and are required to re-deliver the core material in their siti halimatus sa'diyah, et. al., 2023 utilizing suggestopedia method in teaching english grammar 33 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 9 3 4 ) way. it is also because the delivery of material using the suggestopedia method will make female students more interested, so it triggers them to give a positive response in the form of listening to the material explained (ordu, 2021). when female students are interested in listening, that will become their motivation to be more enthusiastic about learning grammar material. thus, the learning outcomes obtained can also increase. significantly, the grammar teacher explained some of the changes that the teacher got to the female students after applying the suggestopedia method in learning grammar, including the following: (sa'diyah, 2022); first, students are increasingly diligent in noting essential points from the material presented by the teacher because they are required to do assignments and re-deliver the material in their way. it can make the class more conducive. conducive classes can provide support and resilience for learning so that the quality of their learning increases (baharun & zulfaizah, 2018). second, students can understand the core of the material and directly practice the materials that have been conveyed well. third, the suggestopedia method can attract thoughts, ideas, and feelings of synergy into student learning strengths (fakturmen, 2020). it will then indirectly affect their mindset and actions in the application of english. third, students are more active in responding to the material presented by the teacher. it is because they want to know the material presented in more depth to be able to do the task and explain the material again correctly. the suggestopedia method at the nurul jadid islamic boarding school, especially in the al hamidiyah area, is carried out considering that learning grammar material often makes students think that grammar material includes learning that is boring, confusing, and frustrating to understand (sukmawati, 2020). one student from the al hamidiyah area said that learning grammar was challenging to understand because there were too many things to remember (afkarina, 2022). even one of the teachers in the al hamidiyah area also thought that he was shocked when the children seemed to have difficulty memorizing formulas and were asked to practice the material they had previously learned (khalilah, 2022). here are some types of student conditions when learning grammar (wulandari, 2022); first, the student falls asleep in class. second, students create their forum when the teacher explains the material. third, students are not active or cannot answer questions from the presenters regarding the material presented. fourth, students are not conducive or busy with their respective activities that have nothing to do with the lesson. these unfavorable conditions are the background for teachers to apply a more effective learning method (abdullah, 2017). conclusion english as an international language that is growing requires novelty in various aspects of learning, one of which is the aspect of the learning method used. the suggestopedia method's presence in education can be utilized as much as possible to improve students' ability to understand grammar material. with this method, the grammar learning process can take place comfortably and relaxed so that students can understand, practice, and master grammar well in english. based on the results of this study, it can be concluded that the use of the suggestopedia method in teaching english grammar to female students gives significant results so that female students not only understand but can also practice language theory and can use language well by the rules. acknowledgement acknowledgments are given to dr. abdul aziz wahab, m.ag as rector of zainul hasan genggong islamic university and kh. abd hamid, m.ag as rector of nurul jadid university. our thanks also be given to ms. wahyu lestari, m.pd as the dean of the scientific teaching faculty, mr. loviga denny pratama s.s m.pd, hasan baharun, m.pd and fathor rozi, m.pd as the supervisor of mbkm santri first generation. . siti halimatus sa'diyah, et. al., 2023 utilizing suggestopedia method in teaching english grammar 34 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 9 3 4 ) references abdullah. 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(2018). pengaruh kompetensi berbahasa asing dan pengorganisasian dalam menunjang karir dibidang public relations. jurnal komunikatio, 4(1), 1–12. https://doi.org/10.30997/jk.v4i1.1208 english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5458 investigating verbal humor in selected mr. iglesias sitcom shows episodes kafa bella nabila sanata dharma university nabillakafa@gmail.com ouda teda ena sanata dharma university ouda@usd.ac.id barli bram sanata dharma university barli@usd.ac.id abstract humor can be found in people's daily life, movie, and stand-up comedy. people use it to criticize and entertain at the same time. in entertaining and criticizing a situation, humor can be in a form of a tv show or sitcom. this research focuses on verbal humor in a sitcom entitled mr. iglesias. this study aims to figure out the types of verbal humor using the general theory of verbal humor (gtvh) by attardo & raskin (1991). this research examined five episodes of mr. iglesias’s shows from seasons 1 to 5 using a descriptive qualitative method. the results showed that this situation comedy has 58 expressions that employed linguistic humor. it could be classified into 8 of the 12 types of verbal humor. the six aspects of gtvh theory used to analyze the linguistic section were script opposition, logical mechanism, situation, target, narrative strategy, and language. based on the six aspects of gtvh, this situational comedy indicated sarcasm as the most used verbal humor category. keywords: verbal humor, gtvh, sitcom, mr. iglesias mailto:nabillakafa@gmail.com mailto:ouda@usd.ac.id mailto:barli@usd.ac.id 394 | english franca, vol. 6, no. 2, 2022 introduction humor is one of the media that use to express a person's idea about a problem. humor serves as an amusement to relieve the audience's psychological burden and as a tool for social criticism of all social inequalities in the area (damanik & mulyadi, 2020). detrianto (2018) also states that jokes or humor can make the conversation more interesting, friendly, relaxed, and lively. the implementation of humor can be found easily around social activities. putri & baskara (2019) find that humor in society can create a good relationships among others. they also add humor can be a short story about a funny situation that can make the audience or reader laugh. there are two types of common humor forms, speaking and writing humor (sen, 2012). the spoken form can be found in movies, videos, and stand-up comedies. then, comic strips and memes are examples of humor in written form. nugroho, faridi & hartono (2020) add that aside from actual social contact, the conception of humor is provided in the form of entertainment media such as television shows, movies, and drama. there are several basic theories of humor from raskin (1984) first, the semantic script theory of humor (ssth), second is general theory of verbal humor (gtvh) from attardo & raskin (1991), and the newest one is from rayz (2020) about ontological semantic theory of humor (osth). ssth deals with the script, incongruity, superiority, and release or relief (attadaro & raskin, 2017). the ssth theory declares that script opposition is the most important factor that affects humor. chilton, landay & weld (2015) mention that humor is the result of feeling superior to another person, humor is a release of tension that has been built up because society suppressed discussion, and humor is the discovery of an informational anomaly that causes laughter. after that, gtvh comes as the elaboration of the ssth theory. as the result of ssth elaboration, gtvh uses script opposition and five other parameters. meanwhile, osth accentuates the manner of constancy in humor. humor that represents people’s daily life that delivers naturally is the description of situation comedy (wahyuni & hamzah, 2019). then, hu (2012) describes a situation comedy as a form of tv series with specific actresses and similar characters in daily scenes. the actress in this comedy can get real-time feedback from the audience through laughter. wieczorek (2018) states that the sitcom is captured in a mockumentary style to portray fictional situations as if they were a true reflection of daily life. tsakona (2017) mentions that a sitcom is one kafa bella nabila, et. al: investigating verbal humor in selected mr. iglesias show episodes 395 example of humor with smaller embedded punch lines in the beginning and end sections. since the humor in sitcoms produces naturally with a daily life situation, it makes the humor unique. one of the famous sitcoms on netflix is mr. iglesias. mr. iglesias is a comedy series on netflix that was released in 2019 with three seasons until now. that american comedy series talks about a teacher named mr. iglesias who works in his alma mater. he teaches gifted students but underperformed. thus, he tries to create a different atmosphere of teaching and learning to build his students’ potential. however, he sometimes gets a protest from other teachers and students. he tries to manage and control the situation in a fun way. the use of humor in this sitcom has an essential role in building a friendly situation in school. in that case, the production of humor by the teacher and the students can help the students bravely in showing their potential. some recent research about the use of humor can be analyzed in both verbal and visual ways (fallianda, astiti & hanim, 2018). in their study, they choose newspaper comic strips to explore humor that was produced verbally, visually, and both verbally and visually by using visual-verbal analysis. since they analyzed comic strips, the use of images gives the situation of the text and supported humor in it. there are verbal metaphors, contradictions, parallelisms, and so on as the humor in that media. moreover, the interaction between image and text in this research made a textual hyper determination of humor. on the other topic, damanik & mulyadi (2020) use the script semantic theory of humour (ssth) and the general theory of verbal humour (gtvh) to investigate humorous indonesian status in social media. from social media, people mostly laugh at others’ misfortune, and it shows one's superiority over others. this research clearly described that humor arises when there is a discrepancy between the ideas prepared for specific circumstances and the actual happenings that are believed to be related to the ideas. still, it depends on the script's opposition and situations. mulyadi, yusuf & siregar (2021) investigate verbal humor in stand-up comedy videos using the verbal theory of humor (gtvh). they found various logical mechanisms in the videos with simple narrative strategy and dialogue style used dominantly. since this research analyzed an audio-video recording of stand-up comedy from one specific person, the writers mentioned that the comedian dominantly targeted his life for the target comedy. thus, the style concluded as the way people avoid humiliating others. 396 | english franca, vol. 6, no. 2, 2022 according to some previous research in humor, there are two differences between the current research and previous research. first, the difference in using the research media. for example, fallianda, astiti & hanim (2018) have analyzed newspaper comic strips; damanik & mulyadi (2020) have conducted script semantic theory and general verbal theory on social media; mulyadi, yusuf & siregar (2021) have researched stand-up comedy video. there is no previous research that analyses verbal humor in situational comedy. thus, this research comes to fill the gaps between those previous researches. this research attempts to analyze verbal humor and the type of verbal humor in mr. iglesias's comedy series by applying the general verbal theory of humor. the purpose of this research is to find and analyze the verbal humor in the situational comedy of mr. iglesias, which talk about school life problems. the gtvh theory is used to analyze verbal humor with the six parameters. furthermore, the analysis results are used to find the types of verbal humor. by using the gtvh theory, the researchers can analyze and interpret verbal humor linguistically. theoretical framework verbal humor an event or situation that triggers someone to laugh is called humor. bali, ahuja, and singh (2018) state that the capacity of certain cognitive events to elicit amusement and laughter is known as humor. based on shade (1996), there are four categories of humor: visual, verbal, figural, and aural humor. the current research focuses on the use of verbal humor. verbal humor is a language-based creation for fun by employing linguistic aspects (heidari-shahreza, 2018). according to tianli, mansor, ang, and sharmini (2022), the linguistic aspects of verbal humor as laughter-makers are words, phrases, and sentences. in detail, shade (1996) categorizes verbal humor into 12 categories, such as puns, jokes, satire, riddles, parody, limericks, farce, anecdote, irony, wit, sarcasm, and tall tales. by using this theory, the researchers analyze verbal humor in mr. iglesias's sitcom with the verbal humor category. general theory of verbal humor (gtvh) attardo & raskin first presented the general theory of verbal humor in 1991 with six parameters of humor known as knowledge resources (krs). gtvh brings a broader field than ssth because it contains all linguistics areas. gtvh is an effective linguistic theory that enables the investigation of verbal humor from a linguistic perspective (attardo, 2001:22). through their research, damanik & mulyadi (2020) kafa bella nabila, et. al: investigating verbal humor in selected mr. iglesias show episodes 397 mention that the gtvh intends to become a humor interpretation pattern that includes all humor aspects, from the abstract humor concept defined by the ssth to the language in which it is expressed. the six parameters are language, narrative strategies, target, situation, logical mechanism, and script opposition. the first parameter is script opposition which indicates the humor's themes (al-badawi, sadeq, watab, 2021). it deals with the opposite script that is both clearly expressed and implicitly perceived by readers. the following parameter is a logical mechanism that explores the different scripts in the humor. it explains the humorous and nonserious logic used to solve the gaps between the opposing scripts. the situation as the third parameter encompasses everything surrounding humor, i.e. the context eliciting and generating the framework in the humor discourse (ortega, 2013). it also talks about the background of the event or story, such as place, activities, participants, or objects. the third parameter is the target of the humor which describes humans and their activities. the following parameter is narrative strategies that refer to a text's narrative form (masaeli & heidari-shahreza, 2017). it describes the organization of the text, for example, dialogue, riddle, narrative, pun, and punch line. the last parameter is language. it talks about the actual text item, spoken or written, gestured, conveyed through costume, and so on, with all the options at the appropriate levels of linguistic analysis, e.g. syntax, and phonology (raskin, 2015). research methodology this research analyses the verbal humor in the mr. iglesias series. the verbal humor was analyzed using a descriptive qualitative research method. one qualitative research method used in visual material for presenting certain characteristics of the visual material is a content analysis by adopting several basic steps in analyzing content from ary, jacobs, sorensen & walker (2014). the data is taken from the first five episodes of season one of the mr. iglesias series on netflix. qualitative research usually depends on a single data source but multiple forms of data (creswell & creswell, 2018). thus, the five titles of the episodes are some children left behind, summer school, full hearts clear backpacks, the wagon, and everybody. the five titles above will adopt some procedures from creswell & creswell (2018) to interpret the data. watching the series and writing down the verbal humor transcript is the first step to making it more efficient. after that, code the transcript and put it in the table. to avoid over data, review the transcript and eliminate the redundant as the third 398 | english franca, vol. 6, no. 2, 2022 step. the next step, start to interpret the transcript using six knowledge resources. the last step is to write the narrative for some data that will be put in the finding part. table 1. episode title and duration no title duration 1 some children are left behind 30 minutes 2 summer school 29 minutes 3 full hearts, clear backpacks 28 minutes 4 the wagon 31 minutes 5 everybody hates gabe 28 minutes results & discussion the use of gtvh analysis aimed to explore the humor representation in the context. knowledge resources parameters in this research were used to analyze the humor in the text. those six knowledge resource parameters are script opposition (so), logical mechanism (lm), situation (si), target (ta), narrative strategy (ns), and language (la). the transcript of five episodes of mr. iglesias's sitcom contained 58 verbal senses of humor. it is categorized into 12 forms of verbal humor. however, from those five episodes, four types of verbal humor have zero value: limerick, anecdote, farce, and tall tales. the number of verbal humor found in mr. iglesias's sitcom is shown in figure 2. figure 1 verbal humor in mr. iglesias season 1 kafa bella nabila, et. al: investigating verbal humor in selected mr. iglesias show episodes 399 1. pun milojkovic (2017) defines a pun as a play on words that sound the same (homonyms) or sound quite similar but have significantly different meanings. there were four puns from the five episodes, the researchers took 1 example to be analyzed. in the story, principal paula explained the substitute teacher. in that room, ms. abby, mr. tony, and mr. gabe (mr. iglesias) as teachers had to prepare a syllabus for that class. while abby mentioned her syllabus, mr. tony said: "silly bus" to mock gabe. mr. tony's statement "and gabe drives a silly bus.” had the same sound as “syllabus” but was different in meaning. it is called a homophone. table 2. the pun in mr. iglesias's sitcom transcript: 11:14 principal paula: so, helen stone is taking early retirement this year, and one of you will be getting her honor students to section this fall. abby: i’ll do it. i can have a syllabus ready by the end of lunch. tony: and gabe drives a silly bus. kr script opposition syllabus vs. silly-bus logical mechanism twisting homophone situation abby will be ready with her syllabus, meanwhile tony says that gabe/mr. iglesias has a silly 0 2 4 6 8 10 12 14 16 p u n r id d le jo k e s a ti re li m e ri ck p a ro d y a n e cd o te f a rc e ir o n y s a rc a sm t a ll t a le s w it f re q u e n cy types of verbal jokes 400 | english franca, vol. 6, no. 2, 2022 bus. target principal paula narrative strategy dialogue language set up: principal paula: so, helen stone is taking early retirement this year, and one of you will be getting her honor students to section this fall. ms. abby: i’ll do it. i can have a syllabus ready by the end of lunch. punch line: mr. tony: and gabe drives a silly bus. based on the table above syllabus and silly bus, as the script opposition for the pun. these two words have the same pronunciation /ˈsɪləbəs/ that makes the script have a twisting homophone. in this dialogue part, mr. tony tries to mock mr. iglesias in front of principal paula, thus this pun's target is principal paula. about this part, the punch line happened in the last sentence by mr. tony. 2. riddle kaivola-bregenhoj (2018) on the research mentions that a riddle has two functions, one as a question and one as an answer. from the conversation between mr. iglesias and mr. tony, it was detected how mr. iglesias gives response to mr. tony’s problem with his track. he says “oh, big surprise! do you know who doesn't have a bad year at the track? the track" table 3. riddle in mr. iglesias's sitcom transcript: 07:09 mr. tony: i had another bad year at the track. mr. iglesias: oh, big surprise! do you know who doesn't have a bad year at the track? the track kr script opposition advice vs. fact logical mechanism word repetition kafa bella nabila, et. al: investigating verbal humor in selected mr. iglesias show episodes 401 situation mr. iglesias is asking about the track target mr. tony narrative strategy question and answer language set up mr. tony: i had another bad year at the track. punch line mr. iglesias: oh, big surprise! do you know who doesn't have a bad year at the track? the track the riddle from the table above used advice vs. fact script opposition. it used to advise about mr. tony's gambling track. the repetition of words on the riddle made this the logical mechanism. with the script opposition and logical mechanism, this riddle had a specific situation and target. mr. iglesias gave advice specifically through the riddle to mr. tony. question and answer were the narrative strategies to show how the riddle performed. 3. joke this statement happened when mr. iglesias's class did a protest the use of the clear bag in their school. principal paula forced the students to continue the class but, walt as one of the students said "we're standing up for our beliefs." the joke part was when he added that he wants to do the protest during the lesson hour to skip the geometry class. table 4. joke in mr. iglesias's sitcom transcript: 09:08 walt: we’re standing up for our beliefs. and also missing geometry. win-win! kr script opposition normal vs. abnormal logical mechanism absurd interpretation situation walt is joining the protest to skip the class target none narrative monologue 402 | english franca, vol. 6, no. 2, 2022 strategy language set up walt: we’re standing up for our beliefs. punch line and also missing geometry. win-win! the sentence by walt at minute 9:08 expressed his feeling to stand on their beliefs. however, he said "win-win" could be interpreted as a joke. it included a joke because he wanted to join the protest, because of the protest and the geometry class. it made the script opposition normal vs. abnormal. from the script opposition, absurd interpretation became the logical mechanism. that interpretation made people laugh. both script opposition and logical mechanism happened in a specific situation where walt showed his reason. therefore, there was no certain target in that monologue. thus, the joke was constructed in this part. 4. satire the performance genre of satire serves as a tool for social control, a way to rein in individual, societal, or communal excesses (orji, 2018). in the other words, satire is used to attack and criticize people. mr. carlos as the pioneer of the clean bag program does not want to change the rule. so, he says he will stay there with his rule. to respond to that statement, mr. iglesias said "there’ll be a lot of clawing, scratching, and crying.” table 5. satire in mr. iglesias's sitcom transcript: 13:00 mr. carlos: very clever, mr. iglesias. you’ve bought them more time but i have not yet begun to fight. mr. iglesias: i imagine when you do, there’ll be a lot of clawing, scratching, and crying. kr script opposition strength vs. weakness logical mechanism insult/ put-down humor situation mr. carlos is trying to defend himself from the protest target mr. carlos kafa bella nabila, et. al: investigating verbal humor in selected mr. iglesias show episodes 403 narrative strategy conversation language set up mr. carlos: very clever, mr. iglesias. you’ve bought them more time but i have not yet begun to fight. punch line mr. iglesias: i imagine when you do, there’ll be a lot of clawing, scratching, and crying. the satire data above was using strength vs. weakness as the script opposition. since it used that so, insult/ put-down humor is applied in this scene. based on the scene, mr. iglesias was mocking mr. carlos about his reaction to the protest. the only target in this conversation was mr. carlos. it is in line with the theory of target humor that it happened from the superior side. that was how satire was constructed in this scene. 5. parody mikey is one of the students in me iglesias's class. on the first day of school after summer, he came late. his reason was that he watched a movie from mr. iglesias's recommendation. almost all of the students gave comments about the movie and the class became boisterous. mikey imitated one of abraham lincoln's actions in that movie by saying "until every drop of blood drawn with the lash shall be paid by another drawn with the sword." table 6. parody in mr. iglesias's sitcom transcript: 02:54 mr. iglesias: yeah, the way he killed dracula with that ax handle. oh! very presidential. mikey: you know, in the—in the lincoln movie i watched, he said, [imitating lincoln] “until every drop of blood drawn with the lash shall be paid by another drawn with the sword.” kr script opposition actual vs. non-actual logical mechanism 404 | english franca, vol. 6, no. 2, 2022 situation mikey is imitating abraham lincoln's action from the 'abraham lincoln vampire hunters movie. target narrative strategy dialogue language set up mr. iglesias: yeah, the way he killed dracula with that ax handle. oh! very presidential. mikey: you know, in the—in the lincoln movie i watched, he said, punch line [imitating lincoln] “until every drop of blood drawn with the lash shall be paid by another drawn with the sword.” the parody in this scene demonstrated mikey as abraham lincoln in a movie. with the facial expression and body gestures he made, it was the punch line. it used actual vs. non-actual as the script opposition without any logical mechanism. through the dialogue between mr. iglesias and mikey, the question and answer happened. so, the parody was built in this scene. 6. irony during lunchtime, principal paula spent her time alone and put it as ‘me-time’ with her salad. ms. abby, one of the teachers, gave a compliment about her lunch menu. by saying the awesome iceberg lettuce, the ironic situation happens. table 7. irony in mr. iglesias's sitcom transcript: 13:05 ms. abby: oh, my god, that iceberg lettuce with no dressing looks awesome! principal paula: f this! kr script opposition actual vs. non-actual logical mechanism insult/put-down humor kafa bella nabila, et. al: investigating verbal humor in selected mr. iglesias show episodes 405 situation abby is mocking principal paula about her lunch target principal paula narrative strategy dialogue language punch line ms. abby: oh, my god, that iceberg lettuce with no dressing looks awesome! principal paula: f this! the irony scene was shown to see the actual vs. non-actual fact. ms. abby's compliment towards the lettuce was opposing the fact. it created insult/put-down humor as the logical mechanism. after knowing the script opposition and logical mechanism, the ironic situation happened. what ms. abby said about principal paula's lunch was opposite the fact. through this dialogue, the punch line was stated at the beginning of the dialogue. 7. sarcasm mr. carlos gave a win-win solution to grade some of mr. iglesias’s students. he got a compliment about the grading method but, mr. iglesias put him as the sarcasm target by saying “you don’t have any friends” as the punch line. table 8. sarcasm in mr. iglesias's sitcom transcript: 07:22 mr. iglesias: look, my kids are gonna pass their final, and they’re gonna crush your dreams of expelling them. mr. carlos: okay, we are going to grade them the lakewood way. principal paula: yey, the lakewood way. what’s the lakewood way? mr. carlos: a different teacher will be grading gabriel’s class final, so there’s no malfeasance. mr. iglesias: “malfeasance”? somebody’s been playing words with friends. wait, yeah, you don’t have any friends. kr script opposition praising vs. insulting logical insult/put-down humor 406 | english franca, vol. 6, no. 2, 2022 mechanism situation mr. carlos is giving one solution for the grading system target mr. carlos narrative strategy conversation language set up mr. iglesias: look, my kids are gonna pass their final, and they’re gonna crush your dreams of expelling them. mr. carlos: okay, we are going to grade them the lakewood way. principal paula: yey, the lakewood way. what’s the lakewood way? mr. carlos: a different teacher will be grading gabriel’s class final, so there’s no malfeasance. mr. iglesias: “malfeasance”? somebody’s been playing words with friends. punch line wait, yeah, you don’t have any friends. the sarcastic situation above presented praising vs. insulting as the script opposition. it presented the contrast that made it an insult/ or put-down humor as the logical mechanism. according to the situation, mr. iglesias was mocking mr. carlos by saying "you don't have any friends.". mr. carlos is the target of the conversation. before the punch line, mr. iglesias gives a compliment to mr. carlos. however, the compliment was the bridge to make him a target of his sarcasm. 8. wit their class has a new student with high-expectation grades without getting any assignments. the new student believed that mr. iglesias will give him a good score since he was the school representative in a sport championship. in that case, marisol showed kafa bella nabila, et. al: investigating verbal humor in selected mr. iglesias show episodes 407 how students had to earn the score. lorenzo added a quick response that there were no free grades although they gave money to mr. iglesias. table 9. wit in mr. iglesias's sitcom transcript: 06:53 marisol: in this class, we aren’t given our grades. we earn them. lorenzo: no matter how much we offer to pay mr. iglesias. kr script opposition possible vs. impossible logical mechanism fallacious reasoning situation marisol is explaining the grades that they earn in the class. target none narrative strategy conversation language set up marisol: in this class, we aren’t given our grades. we earn them. punch line lorenzo: no matter how much we offer to pay mr. iglesias. this section presented a wit action between marisol and lorenzo. the script opposition has shown the possible vs. impossible about the grades in class. it used fallacious reasoning between achieving the grades and paying mr. iglesias. with the script opposition and logical mechanism, the wit was built in a situation where lorenzo was saying how he tried to pay mr. iglesias for good grades. however, students cannot pay for the grades but, they had to earn the grades. thus, the wit happened in the middle of the conversation with the punch line at the last. thus, it was presented in this scene. conclusion after analyzing the linguistics and types of verbal humor, which is applied to the general theory of verbal humor (gtvh), the researchers concluded some important things. this research found various results from the 5 episodes of a sitcom. according to the discussion, the researchers found 58 verbal humor in mr. iglesias's 408 | english franca, vol. 6, no. 2, 2022 series. from those 5 episodes, the researchers found sarcasm as the category on that. the narrative strategy from the series is dialogue. since the dialogue that occurs in the school between teachers-students, students-students, and teacher-teacher, sarcasm happened between them. it made the narrative strategy from the series dialogue because the entire scene happened between teachers and students as the main actors. however, this research has some limitations. this research focused on verbal humor in a specific sitcom. meanwhile, some types of humor can be found in other media, such as digital newspapers, short movies, and radio. future researchers can compare and contrast different kinds of shows. future researchers might use the semantic script theory of humor (ssth) to find data. thus, linguistic research about humor can give a better understanding of the sociolinguistic field. references al-badawi, m., sadeq, a., & hatab., w. a. 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(2019). an analysis of verbal humor found in sitcom tetangga masa gitu. e-journal of english language & literature,8(3). wieczorek, m. (2018). different shades of viewship:a pragmatic analysis of humour in sitcom discourse. siedlce university of natural sciences and humanities. p.101-117. https://doi/ microsoft word ac8e-ce80-35c3-cf90 english franca vol 1 no 02 tahun 2017, stain curup page 149 p-issn 2580-3670, e-issn 2580-3689 utilizing preservice english teachers strategies and classroom managementat junior high school in rejang lebong regency by: eka apriani english lecturer of stain curup ekaapriani_90@ymail.com abstract the objective of this research is aimed to know what are the most strategies and classroom management which are used by preservice english teacher at stain curup in the academic year 2016/2017. the total of english teacher was 7 teachers which as cooperating teacher of 17 preservice english teacher. the types of english teaching strategies used by preservive english teacher were: (1) task-based language learning (100%) and (2) cooperative learning (100%); (3) grapic organizers (29%); (4) technology (5.8%); (5) roleplay (5.8%); (6) storytelling (11.7%); (7) vocabulary building (11.7%); (8) summarizing and notetaking (5.8%); and (9) analysis of student work (5.8%). the most strategies used by preservice english teacher (>50%) were task-based language learning and cooperative learning (100%). the types of classroom management used by preservive english teacher were: (1) maintaning discipline (58.5%), (2) giving feedback (100%), and classroom interaction (17.6%). the most classroom management used by preservice english teacher (>50%) were giving feedback and maintaning discipline. keywords: classroom management, preservice english teacher, teaching strategies introduction education is one of the efforts to improve and create a quality of human, to develop the country and uphold the country from others countries. the parameter of quality of the nations can be seen from the education side. it is appropriate with the indonesian education purpose as set law no. 20 (2003:p.6) chapter ii section 3: 1. "national education serves to develop the ability and formed character and dignified civilization in order to educate the nation and aims for growth potential learners in order to become a man of faith and devoted god almighty noble, healthy, knowledgeable, 0skilled, creative, english franca vol 1 no 02 tahun 2017, stain curup page 150 p-issn 2580-3670, e-issn 2580-3689 independent, and become citizens of a democratic and to be responsible". an education side is most important to the development of the country. by education, the quality of human rate in one country can be increasingly. in reaching the sucessful of education, there are some elements which is influence that. one of them is a teacher. teacher has an important role in education system itself. because, they are who involved directly to the educational activities. such teaching and explaining the lesson. in the other hand, people nowdays are increasingly aware to the importance of education, but the more important is how the education is implemented. so, if in teaching and delivering the lesson is done properly and correctly, then the ideal of education will be achieved well. but in fact, if there is a mistaken in learning and teaching process, there will be an disadvantage thing. in this situation, teacher has important role in explaining the lesson and teaching the material to the learners. especially, teaching and learning process in the classroom. in teaching and learning process, teachers work as the controller and decicion maker. the succesful of teaching and learning process is lies on them. from how the teacher teach their student and how the teacher manage their students in the class. it can be concluded that, the crucial elements of teaching and learning process are teaching strategy and management classroom of the teacher. the success of student in learning process is determined by the teaching strategy which conducted by the teacher. rukmana and suryana (2009:p.103) states that the teachers are required to understand thebasic components in implementing the learning process in the classroom. because teaching is not just transfering the knowledge, but also as a role mode for the student. student will imitate the teachers’s behavior. in the other hand, educational success can be seen from the how teacher manage the class, how the tacher able to make the condition of classroom effectively and condusively and how the teacher can reach objectives of learning and teaching process. thus, teacher has a big responsibility, because they force to have some skills. not only academic skills but also a skills to motivate the student to make them want to study and reach their dream. because the furure of a country is on the education side and the teacher english franca vol 1 no 02 tahun 2017, stain curup page 151 p-issn 2580-3670, e-issn 2580-3689 is the agent of education itself. in addition, teacher has a dominat role in teaching and learning process. whereas, the teaching and learning process is a main of education as a whole. therefore, the teacher's role is not only in the process of learning, but also to regard the competence of teachers. where they had eight other functions are related to the learning process itself, such as, diagnosis of the behavior of students, planing the lesson plan, (rpp), implementing the learning process, school administration, communicators, and able to develop their skills, able to develop the potential skill of their student and developer of school curriculum. however being a teacher is not an easy work. there some many things that must learn. beside of that teacher strategy in teaching and management of classroom is an important issue for a teacher. they have to pay more attention to the way they teach their student and also the way they control their classroom.especially, for pre-service teacher who as the beginner teacher. they have to have both a good skill in teaching strategy and management classroom. beside of that, they have to have good skill in mastering the material. according to australian institute for teaching and school leadership (2017), pre-service teachers are students of higher education institution and they are in primary teacher education programs. in addition, according to the panitia pelaksana ppl angkatan xvii ppl in their book, they stated that ppl students or pre-service teacher training program is a term for university students who follow the teacher training –praktek pengalaman lapangan. or in english, field practice program (ppl)-, as one of intra curriculum activities. this program includes orientation, observation, teaching practice based on the field and another non-teaching activities (buku pedoman ppl stain curup, 2017). from the two definitions of pre-service teacher it can be concluded that they are a student of university who has a task to teach in school. they need to have this skills due to an effort to approach their student. beside of that, they also need this to make their student want to follow their class. it cause sometimes a student didn’t want to follow the pre-service teacher class. based on the pre-observation and interview to all preservice english teacher at stain curup in the academic year 2016/2017. the researcher found that some many pre-service teachers have difficulities to decide what the effective strategy to teach their student and some english franca vol 1 no 02 tahun 2017, stain curup page 152 p-issn 2580-3670, e-issn 2580-3689 others have difficulities in managing the classroom. furthermore, based on the pre-observation, many schools in rejang lebong also gives negative comments to the preservice teachers of stain curup.they said that preservice teacher of stain is not ready become a teacher. it can be seen in their teaching strategies and classroom management. they can not teach and manage classroom well. when, they taught their students they just set infront of the class wihtout controled the classroom so the students made noisy in the class. in the other hand, when they taught their students they only gave the task to the students. thus, students felt bored when they taught and they felt have no motivated to follow up the lesson. so, the students have no improved in english the lesson. thus, from the phenomenon above, the researcher interest in conducting the research entitle “utilizing preservice english teachers’ strategies and classroom management at junior high school in the rejang lebong regency. the objectives of the research were: (1) to know what are the most strategies and classroom management which are used by preservice english teacher at stain curup in the academic year 2016/2017 and (2) to know the implementation of strategies and classroom management which are used by preservice english teacher at stain curup in the academic year 2016/2017. theoritical framework teaching strategies strategies are specific methods of approaching a problem or task modes of operation for achieving a particular and planned design for controlling and manipulating certain information or teaching strategy is the way an instructor chooses to convey information and facilitate learning (brown, 2001:p.3). according to mikuleckya (2003) teaching strategy is the method used to deliver information in the classroom, online, or in some other medium. strategies are specific methods of approaching a problem or task modes of operationfor achieving a particular and planned design for controlling and manipulating certain information. or teaching strategy is the way an instructor chooses to convey information and facilitate learning. according to mikuleckya teaching strategy is the method used to deliver information in the classroom, online, or in some other medium. english franca vol 1 no 02 tahun 2017, stain curup page 153 p-issn 2580-3670, e-issn 2580-3689 according to william (2006), in teaching process the teacher have to know the principle of teaching. 1. effective teaching involves acquiring relevant knowledge about studentsand using that knowledge to inform our course design and classroomteaching. when we teach, we do not just teach the content, we teach students the content. a varietyof student characteristics can affect learning. for example, students’ cultural andgenerational backgrounds influence how they see the world; disciplinary backgrounds lead students to approach problems in different ways; and students’ prior knowledge(both accurate and inaccurate aspects) shapes new learning. information about thesecharacteristics should be used to inform course design,to help explain student difficulties and to guideinstructional adaptations. 2. effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities. taking the time to do this upfront saves time in theend and leads to a better course. teaching is more effective and student learning is enhanced when (a) we, as instructors, articulate a clear set of learning objectives (i.e., the knowledge andskills that we expect students to demonstrate by the end of a course); (b) the instructional activities (e.g., case studies, labs, discussions, readings) support these learning objectivesby providing goal-oriented practice; and (c) the assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the objectives, and for instructors to offer targetedfeedback that can guide further learning. 3. effective teaching involves articulating explicit expectations regarding learning objectives and policies. there is amazing variation in what is expected of students across american classrooms and even within a given discipline. for example, what constitutes evidence may differ greatly across courses; what is permissible collaboration in one course could be considered cheating in another. as a result, students’ expectations may not match ours. thus, being clear about our expectations and communicating them explicitly helpsstudents learn more and perform better. similarly, being explicit about course policies(e.g., on class participation, laptop use, and late assignment) in the syllabus and in classallows us to resolve differences early and tends to reduce conflicts and tensions that mayarise. english franca vol 1 no 02 tahun 2017, stain curup page 154 p-issn 2580-3670, e-issn 2580-3689 4. effective teaching involves prioritizing the knowledge and skills we chooseto focus on. coverage is the enemy: don’t try to do too much in a single course. too many topicswork against student learning, so it is necessary for us to make decisions about what wewill and will not include in a course. this involves (a) recognizing the parameters of thecourse (e.g., class size, students’ backgrounds and experiences, course position in thecurriculum sequence, number of course units), (b) setting our priorities for studentlearning, and (c) determining a set of objectives that can be reasonably accomplished. 5. effective teaching involves recognizing and overcoming our expert blindspots. we are not our students! as experts, we tend to access and apply knowledgeautomatically and unconsciously (e.g., make connections, draw on relevant bodies ofknowledge, and choose appropriate strategies) and so we often skip or combine criticalsteps when we teach. students, on the other hand, don’t yet have sufficient backgroundand experience to make these leaps. they need instructors to break tasks into component steps, explain connections explicitly, and model processes in detail. 6. effective teaching involves adopting appropriate teaching roles to supportour learning goals. even though students are ultimately responsible for their own learning, the roles weassume as instructors are critical in guiding students’ thinking and behavior. we can takeon a variety of roles in our teaching (e.g., synthesizer, moderator, challenger, andcommentator). these roles should be chosen in service of the learning objectives and insupport of the instructional activities. 7. effective teaching involves progressively refining our courses based onreflection and feedback. teaching requires adapting. we need to continually reflect on our teaching and be readyto make changes when appropriate (e.g., something is not working, we want to trysomething new, the student population has changed, or there are emerging issues in ourfields). knowing what and how to change requires us to examine relevant information onour own teaching effectiveness. kinds of english teaching strategies according to richards, there are several teaching strategies for teacher. it can be defined as follow: english franca vol 1 no 02 tahun 2017, stain curup page 155 p-issn 2580-3670, e-issn 2580-3689 a. content-based instruction the focus of a cbi lesson is on the topic or subject matter. during the lesson students are focused on learning about something. this could be anything that interests them from a serious science subject to their favourite pop star or even a topical news story or film. they learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. this is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language. b. task-based language learning task -based learning offers an alternative for language teachers. in a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. the lesson follows certain stages. 1. pre-task the teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. the pre-task stage can also often include playing a recording of people doing the task. this gives the students a clear model of what will be expected of them. the students can take notes and spend time preparing for the task. 2. task the students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement. 3. planning students prepare a short oral or written report to tell the class what happened during their task. they then practise what they are going to say in their groups. meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have. 4. report students then report back to the class orally or read the written report. the teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. at this stage the teacher may also play a english franca vol 1 no 02 tahun 2017, stain curup page 156 p-issn 2580-3670, e-issn 2580-3689 recording of others doing the same task for the students to compare. 5. analysis the teacher then highlights relevant parts from the text of the recording for the students to analyse. they may ask students to notice interesting features within this text. the teacher can also highlight the language that the students used during the report phase for analysis. 6. practice finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. the students then do practice activities to increase their confidence and make a note of useful language. c. cooperative learning: the jigsaw cooperative learning gives students the opportunity to work with others and see different points of view. research shows that students learn more effectively when working together rather than apart, and it is also known to improve self-confidence in students. the jigsaw technique is especially effective because each student is responsible for one another’s learning, and students find out really quick that each group member has something equally important to contribute to the group in order to make the task a successful one. students are exposed to and use many skills throughout this strategy: communication, problem-solving skills, cognition, and critical thinking -all of which are essential for a successful academic career. d. inquiry-based instruction inquiry-based learning implies involving students in the learning process so they will have a deeper understanding of what they are learning. we are born with the instinct to inquire -as babies we use our senses to make connections to our surroundings. inquiry-based learning strategies are used to engage students to learn by asking questions, investigating, exploring, and reporting what they see. this process leads students to a deeper understanding of the content that they are learning, which helps them be able to apply these concepts they are learning in new situations. in order for our students to be able to be successful in the 21st century, they need to be able to answer complex questions and develop solutions for these problems. the inquiry-based learning strategy is a great tool to do just that. e. differentiated instruction: learning stations differentiated instruction strategies allow teachers to engage each student by accommodating to their specific learning style. according to english franca vol 1 no 02 tahun 2017, stain curup page 157 p-issn 2580-3670, e-issn 2580-3689 howard gardner’s multiple intelligence theory, every person has a different mind, and therefore each person learns and understands information differently. differentiating instruction offers a way to meet all students’ needs. one helpful strategy to differentiate instruction is learning stations. learning stations can easily be designed to enable students with diverse learning needs. teachers can set up each station where students will be able to complete the same task, but at the level and style that is specifically designed for them. f. graphic organizers graphic organizers are a simple and effective tool to help students brainstorm and organize their thoughts and ideas in a visual presentation. simply put, they help students organize information so it is easier for them to comprehend. graphic organizers can be used for any lesson; to structure writing, brainstorming, planning, problem solving, or decision-making. the most popular organizers are the venn diagram, concept map, kwl chart, and t chart. g. utilizing technology in the classroom integrating technology into the classroom is a great way to empower students to stay connected in this technological era. technology-rich lessons have been found to keep students motivated and engaged longer. some examples of utilizing technology in the classroom is to create web-based lessons or a webquest, multimedia presentations such as a video, animation, or some type of graphic, utilizing a tablet or an ipad, taking your class on a virtual field trip, participating in an online research project, or even creating a class website. any of these technology integration strategies will have a positive impact on student learning.an experienced teacher knows that not every teaching strategy that you use will be an effective one. there will be some hits and misses, and depending upon your teaching style, and the way your students learn, you will figure out which strategies work and which do not. it may take some trial and error, but it doesn’t hurt to try them all. h. analysis of student work analysis of student work may be (1)a feature of a lesson conducted by a teacheror (2) individual feedback provided to students from a teacher;(3) a discussion among a small group of studentswho areproviding feedback to one another;(4)a discussion among teachers of the aspectsof student work; and/or (5) a mode of formally assessing a skill, such as writing. for any of the foregoing purposes, someprotocoldescribingthe attributes and levels of quality for theparticular learning taskis requiredas the basis of an analysis. when english franca vol 1 no 02 tahun 2017, stain curup page 158 p-issn 2580-3670, e-issn 2580-3689 used in formal assessment situations, anonymous student exemplars that illustrate various responses and levels of quality plus an analysis ofinter-rater reliability promote consistency and validity. i. accountable talk talking with others about ideas is fundamental to classroom learning. classroom talk that promotes and sustains learning should be accountable toother learners,use accurate and appropriate knowledge, and adhere to rigor inthinking. accountable talk responds to and further develops what others have said through relevantobservations, ideas, opinions, or more information. accountable talk draws onevidence appropriate to the content area(e.g., a proof in math, data from investigations in science, textual details in literature, primary sources in social studies)and follows the rules ofreasoning. j. modeling modeling is an instructional strategy wherein the teacher or another student demonstrates a new concept or skilland students learn by observing and emulating. modeling is an effective instructional strategy when it allows students to observe thought processes and imitate particular behaviors or steps in a process. types and purposes of modeling can include approaches such as task and performance modeling (demonstrating a task), metacognitive modeling (thinking aloud), and disposition modeling (conveying one’s own enthusiasm, interest, or commitment). modeling can be used across disciplines and in all grades and ability levels. k. mastery learning as developed by benjamin bloom, mastery learning applies the principles of individualized instruction and tutoring to whole class learning. in this model, rather than waiting to the end of aunit to check on progress, teachers design ongoing checks to use during the process to provideindividual feedback, diagnose learning needs/difficulties, prescribe specific remediation or enrichment strategies, and reassess with a parallel assessment. mastery learning is basic tomanytextbook programs and has engendered formative assessments as a routine of classrooms.mastery learning honors the idea that students learn at different levels or paces. a significant body of research shows that compared to traditional classrooms, students in well implemented mastery classrooms reach higher levels of achievement. l. learning centre learning centers are areas created within the classroom where students learn through a designated activity and/or play. play is an english franca vol 1 no 02 tahun 2017, stain curup page 159 p-issn 2580-3670, e-issn 2580-3689 active form of learning that involves the whole child.even cognitive development is also enhanced by childinitiated exploration and discovery. inlearning centers, students learn to make decisions, cooperate and share with others, and problemsolve. the role of the teacher is to (1) observe, listen, and ask questions;demonstrate, participate, or help as needed; and (3) discuss and make connections. in the other side, mccullough (2003:p.34) detailed about teaching strategies for english language as follow: a. peer teaching/collaboration collaborative learning is based on the theory that knowledge is a social construct. collaborativeactivities are most often based on four principles: (1) the learner or student is the primary focus of instruction; (2) interaction and "doing" are of primaryimportance; (3) working in groups is animportant mode of learning; (4) structured approaches to developing solutions to realworld problems should be incorporated into learning. collaborative learning can occur peertopeer or in larger groups. peer teaching/learning is a type of collaborative learning that involves studentsworking in pairs or small groups to discuss concepts, or find solutions to problems. it enables learners to take responsibility for reviewing, organizing, and consolidating existing knowledge and material; understanding its basic structure; filling in the gaps; finding additional meanings; and reformulating knowledge into new conceptual frameworks.learning from peers increases learning both for the students being helped as well as forthose giving the help. b. realia realia refers to real life objects used in classroom instruction in order to improve students' understanding of other cultures and real life situations. teachers of english language learners and foreign languages employ realia to strengthen associations between words and the objects themselves. realia are also used to connect learners with the point of a lesson by providing tactile and multidimensional connections between learned material and the object of the lesson. primary objectives of this strategy include increasing comprehensible input, using language in context, and promoting verbal interaction and active involvement. c. reciprocal teaching this is an instructional strategy in which students become the teachers in small group reading (or other content) sessions. teachers model, then help students learn to guide group discussions using strategies such as summarizing, question generating, clarifying, and predicting. once students have learned the strategies, they take turns english franca vol 1 no 02 tahun 2017, stain curup page 160 p-issn 2580-3670, e-issn 2580-3689 assuming the role of teacher in a dialogue about what has been read. in another version, students take the roles of predictor, summarizer,questioner, and clarifier. d. reinforcing effort and providing recognition students may attribute success at a task to ability, effort, other people, or luck, but three of these four attributions may be selfdefeating. teachers can influence student beliefs about the relationship between their efforts and accomplishment by helping them track and evaluate their efforts and accomplishments. providing recognition in the form of praise and reward is fundamental to behavioral learning theory and may be undervalued in relation to intrinsic rewards, but research indicates praise is effective when it is expressly connected to a performance standard and that it is more motivating than tangible rewards. e. role play research about the impact on learning provided by simulations and games is encouraging: (1) games, simulations, and roleplaying help students invent, experiment, and practiceinterpersonal skills in a relatively lowrisk environment. (2) the more studentsuse different waysof representing knowledge, the better they think about and recall learning. (3) simulationsprovide opportunities to visualize, model, and roleplay within a dynamic situation, thereby promoting curiosity, exploration, problem solving, and understanding.simulations in science and math provide learners the opportunity to engage in experimentalsituations that would otherwise be too hazardous or cost prohibitive to conduct in the classroom(i.e., simulation of an atom smasher uses gum balls to help students envision what happens in a linear accelerator; a roller coaster design simulator allows students to experiment with slope, angle, and speed). students already know that technology can help them conduct operations and manipulate variables to explore reactions. in the technology field, “serious games” is a term for games that are applied to the goals of education, bringing gaming technology to fields such as education, policy development, and leadership. f. socratic seminar based on plato’s dialogues, the socratic method challenges students to think analytically and critically with the questioning and careful guidance of a teacher. the socratic seminar is fundamental to the great books and paideia programs. students sit in a circle to discuss ideasoften moral dilemmasposed by a reading or work of art. ideally, teacher questions are open-ended and students are encouraged to use the text as evidence in their responses. students donot raise hands to english franca vol 1 no 02 tahun 2017, stain curup page 161 p-issn 2580-3670, e-issn 2580-3689 speak but signal through eye contact. a variation known as socratic circles places one circle of discussants within another. the inner circle carries out a discussion while theouter circle listens in order to critique, then the circles shift roles. g. summarizing and note taking effective summarizing leads to an increase in student learning. students who can effectively summarize learn to synthesize information, a higherorder thinking skill, which includes analyzing information, identifying key concepts, and defining extraneous information. helping students recognize how information is structured will help them summarize what they read or hear (e.g., summarizing a reading assignment is more effective when done within summary frames that include questions to direct student attention to specific content). note taking is a related strategy that supports student learning. without explicit instruction in note taking, students may write down words or phrases word for word, without analysis. successful notetakers summarize to arrive ata nugget of meaning, which they are much more likely to retain and benefit from using notes as a document of their learning. teachers can prompt students to review and refine their notes, particularly when it is time to prepare for an exam, write a research paper, or other summative assessment of learning. these are collegeready skills that increase opportunity for all students to succeed in higher education. h. targeted feedback research and effective practice points to thefollowing keys to using targeted feedback to improve student achievement and avoid negative effects: (1) link feedback to objectives; (2) use a formative evaluation approach over a summative approach; (3) make guidance specific (e.g., proofing remarks or codes may not communicate well); (4) provide feedback in a timely manner (not long after assignment is forgotten); and (5) identify how students should use feedback to make improvements. i. storytelling students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. story telling fosters creative thinking. it also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. students also can tell riddles or jokes. for instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes english franca vol 1 no 02 tahun 2017, stain curup page 162 p-issn 2580-3670, e-issn 2580-3689 as an opening. in this way, not only will the teacher address students’ speaking ability, but also get the attention of the class. j. interviews students can conduct interviews on selected topics with various people. it is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. after interviews, each student can present his or her study to the class. moreover, students can interview each other and "introduce" his or her partner to the class. k. word wall a word wall is an organized collection of words prominently displayed in a classroom and frequently used as an interactive literacy tool for teaching vocabulary and spelling to children. there are many different types of word walls, such as high frequency words, word families, and storyor unitrelated names.due to the flexible nature of word walls and their potential to"grow" alongside the students, they are used in classrooms ranging from pre-schoolthrough high schoolword walls are considered to be interactive and collaborative tools, since they are studentcreated and studentcentered artifacts. many variations of the word wall are currently inuse,including those featuring illustrations of the words and colorcoded lists.they teach children to recognize and spell high frequency words, see patterns and relationships, apply phonics rules,and provide reference support during reading and writing activities. students gain independenceby using a word wall in daily activities. l. debate debate is a structured form of argumentations that requires participants to engage in research, develop listening and oratory skills, and think critically. debating can be employed as an instructional strategy wherever the learning material and circumstances are open to opposing points of view. debates may be viewed or read to contribute additional perspectives on a classroom topic. to support the explanation above, david nunan (2014: p37-38) explains detail about teaching strategies in teaching english as follow: english franca vol 1 no 02 tahun 2017, stain curup page 163 p-issn 2580-3670, e-issn 2580-3689 a. vocabulary building this is an important component of any english class. this strategy focuses a portion of each classroom session on building a better vocabulary. teachers can ask students to point out unfamiliar words and go over the meanings in class or use interactive vocabulary-building exercises that relate to the class’s reading material. b. writer’s workshop have students participate in a writer’s workshop several times each year. the writing workshop model created by lucy calkins, founder of the teachers college reading and writing project, allows students to learn about and participate in all aspects of the writing process: drafting, revision, editing and publishing. c. peer response and editing this can be a very valuable teaching strategy for both the teacher and the student, and there are many peer response strategies to try in class. students get a chance to think critically about others’ writing and see the results their classmates got from a writing assignment. in addition, teachers can observe how different students learn and what strategies might work better in the future. d. cooperative learning this learning strategy is useful for english teachers who incorporate literature into their classroom. cooperative learning requires students to discuss a piece of literature in small groups. by allowing the students to engage in meaningful discussion, they begin to learn to analyze literature and participate in an educational process that they will find more interesting than a general lecture on a chapter in a book. e. student-chosen texts. allowing students to choose their own reading materials is a strategy that literacy specialists recommend as a way to develop lifelong readers. students are given a choice of literature from an ageand reading level-appropriate book collection. after a period of independent reading, students break into groups and discuss what they’ve read, book english franca vol 1 no 02 tahun 2017, stain curup page 164 p-issn 2580-3670, e-issn 2580-3689 club-style, followed by journaling. when this strategy is successful, students are able to delve deeply into the meaning of the literature, develop critiquing skills, and have a valuable discussion with their classmates about the book that they chose. teachers who use this strategy finds that it can lead to a classroom that is engaged with literature. classroom management classroom management is all the actions teachers take to create an environment that supports academic and social-emotional learning. it includes all of the teacher’s practices related to establishing the physical and social environment of the classroom, regulating routines and daily activities, and preventing and correcting behavior. according to wolfgang (2006:p.98) classroom management is a term used by teacher to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. he also states that there are some factors that effected classroom management such as maintaining discipline, giving feedback seating arrangement, and relation among teacher students (ts) and students-students (ss).that factors can be defined as follows: a. maintaining discipline in the book “a course in language teaching” penny ur (2007:p.47) discussed some important aspects of classroom management. she also focuses on dealing problem and keeping discipline in the class based on that he suggested some steps,1 they are: 1) careful planning: the teachers have to set the lesson carefully. they have to keep in mind and the lesson should fulfill the goal and it also sets with student level. 2) clear instruction: the teachers have to give the clear instruction and allowed the students get the point based on the steps. 3) keep in touch: the teacher need to monitor activity of the students each and every one. they need to be constantly aware what is going on and keeping eyes and ears open. so the students will be aware of the teacher monitoring them. b. giving feedback the comments that the teachers make toward the students are known as feedback. the feedback has to contain as two distinguishable english franca vol 1 no 02 tahun 2017, stain curup page 165 p-issn 2580-3670, e-issn 2580-3689 components, one is assessment, and other is correction. by giving feedback teachers can help students understand where their mistake and give them ideas of how correct their mistakes. there are two kind of feedback, they are: 1) written feedback: when the teachers give the students a written note on their performance and the note consist of comments and suggestion on how well and bad has done is known as written feedback. written feedback use both the writing and speaking activities. 2) oral feedback: when the teachers give the students feedback verbally point out the mistakes and also providing suggestions in words is known as oral feedback. oral feedback is used basically in oral activities. c. seating arrangement seating arrangements are a main part in a teachers plan for classroom management. not only do the teachers need to consider the physical arrangement of the room but also the nature of the students involved. the consideration in arranging the physical environment of the room is so that teaching and learning can occur as efficiently as possible. the teachers need to be able to walk around the room without the students having to move their desks. the teachers need to take into account that students seated in the center of front of classroom. there are many seating arrangement that the teachers can use, six common arrangements are cluster, rows, table rows, semi-circle, pairs and centers or activity zones. the best arrangement depends on the situation of the class and teacher. d. classroom interaction the observed classroom interactions were divided into teacher’s talk, which was all speech acts by the teacher that were addressed to students, and students’ talk, which was all students utterances directed to the teacher. the initial categories developed for coding teacher data were: (1) academic instruction—the teacher’s academic presentation, answering students’ academic questions, and supportive and corrective feedback; (2) motivation—various illocutionary acts aimed at activating students; (3) evaluation—positive and negative feedback and (4) classroom management—discipline instruction and procedure marker. students’ talk was categorized according to source: (1) teacher-initiated-student utterances directly induced by, and addressed to, the teacher (including all kinds of students response” academic, procedural english franca vol 1 no 02 tahun 2017, stain curup page 166 p-issn 2580-3670, e-issn 2580-3689 and discipline); and (2) students-initiated—spontaneous student utterances addressed to the teacher (academic and procedural questions, initiative calls and mainly, calling out of run). pre-service teacher ppl students or pre-service teacher training program is a term for university students who follow the teacher training –praktek pengalaman lapangan. or in english, field practice program (ppl)-, as one of intra curriculum activities. this program includes orientation, observation, teaching practice based on the field and another non-teaching activities. pre service teacher is how teachers can be prepared to take up these new roles and perform teaching effectively to meet the challenges and expectations from education reform is crucial to the reform and practices of teacher education and professional development. pre-service teacher is a call to the profession of the student in a collage when teaching practice. it task is to teach the students to perform the target task. in other word, preservice teaching is a period of guided,supervised teaching. the college student is gradually introduced into the teaching role for a particular class by a mentor or cooperating teacher. the cooperating teacher works with and encourages the preserviceteacher to assume greater responsibility in classroom management and instructionas the experience progresses. the preservice teacher begins as an observer and finishes the preservice teaching experience as a competent professional. in addition, according to australian institute for teaching and school leadership (aitsl), pre-service teachers are students of higher education institution and they are in primary teacher education programs. then, tarbiyah department is the department which produces english educator candidates. the students learn courses related to education to prepare the teaching strategies and materials to be future educator in school. in conclusion, pre-service teachers are college students of education department who study about education and will be future educator. they study the subjects related to education as the requirement to be professional teachers, like teaching and learning, pedagogical, material training, professional and social training. pre service teacher perceptions of knowledge as a teacher quality and how this might change with educational course work and professional experience is important aspect of this research, because this research focus on how pre service teacher get a good experience in english franca vol 1 no 02 tahun 2017, stain curup page 167 p-issn 2580-3670, e-issn 2580-3689 teaching classroom and learn about how to get a good confidence before they graduate at university and will be a real teacher in the future. they must prepare before they like a real teacher and be a professional teacher. teacher is required to deliver content knowledge, develop skills and foster attitudes that will enable learners to reach their potential. pre service teacher is the training that occurs before teachers enter the profession and or take up employment in a range of different education or institution. to being all the task of the teacher it is pre service teacher must have good ability firstly, one of the ability is a good confidence in teaching process, remember that teacher is a dominant element in the classroom activity. according to porter & brophy (1988:p.75), pre service teacher need a sound foundation in subject content knowledge and learning theory, while research also highlights the need for pre service teacher to be able to ‘adapt their instruction to students’ pre existing knowledge and beliefs about subject matter. to adapt their instruction to students is not easy task for pre service teacher, they must learn about theory in learning and teaching classroom to have a good preparation before they are teaching. previous related study previous related study is a review of the the previous researchers that were currently available or suitable with this research. the point of previous related study is to elaborate a deep understanding of the theories previously. in this part, the researchers use three previous related studies which had been conducted by seven different researchers. first, kristina monika klopfer studied about “pre-service teacher education and classroommanagement: an evaluation of edu 5572”. the research aimed to broaden the literature onclassroom management training in pre-service education by evaluating the effectiveness of a behavioural management course, edu5572, taught to teaching students. it was of particular interest to evaluate teaching students’ on several variables related to classroom mangement such as teaching style, teaching self-efficacy, teaching attitudes and behaviours, before and after the completion of the course. in addition, this research sought to determine whether teaching students who completed the english franca vol 1 no 02 tahun 2017, stain curup page 168 p-issn 2580-3670, e-issn 2580-3689 course were better prepared to handle child emotional and behavioural difficulties compared to students who did not take this course. second, arif rudiyanto studied about” descriptive analysisof classroommanagement strategies of the second grade students of smpn 03tengaran”. this research focused on the characteristic of classclassroom management strategy approach in second grade where competence standardize and competence based are being applied at smpn 03 tengaran in academic year of 2013/2014.the researcher investigated the teachers ‟preparation on their english teaching,especially strategy classroom management, their problem and ways toover come the problems. third, sarif ramadhoni studied about “the effectiveness of the application of the brainstorming method in the improvement o the economics learning interest and achievement of grade x students of smk ypkk sleman used by pre-service teacher”. that was a quasi experimental research employing the non equivalent control group design. the research subject were grade x students of smk ypkk 3 sleman. the data were collected through questionnaire, a test, and documentation. the result of the study were the brainstorming method was effective to improve the economics learning interest, and achievement. fourth, nia anggela studied about “the implementation of brainstorming activity of pre service teachers”. this research purposed ininvestigating how is the implementation of brainstorming activity of pre service teachers and what are the pre service teacher’s difficulties of brainstorming activty. this research only focuses on the implementation of brainstorming activity in teaching english lesson of pre service teacher at senior high school number 1 and number 2 at rejang lebong. the subject of the research involved student pre service teachers of english study program of stain curup at eight semester who used brainstorming in their teaching english. there are two pre service teachers that used brainstorming technique when they teach. furthermore, this research used descriptive qualitative with observations, interview and documentation as the data collecting technique. the finding showed that the pre service teachers that have done the teaching practice implemented brainstorming in teaching english. their brainstorming activities generally were characterized by explaining the objective of brainstorming in the beginning of the brainstorming activity. then the pre service teachers used various english franca vol 1 no 02 tahun 2017, stain curup page 169 p-issn 2580-3670, e-issn 2580-3689 activities to brainstorm students’ idea in introducing new topic.. commonly, the pre service teachers recorded student’s ideas on white board’ during the activity, the pre service teachers also did not judge student’s ideas in order to gain as many as students’s ideas. to do the activity, pre service teachers established a short time limit. at the end, the pre service teachers announce the topic of the lesson. fifth, nawshin shakila did her research entitled “teaching methods and classroom management” she did her research as qualitative research and the result explained teachers are using different methods and techniques in different classes. using different methods and techniques breaks the monotonous tone of the class and gives the new look in the education. the classroom management will not be a challenging task for any teacher if they have proper knowledge of different theories of teaching methods and techniques. the teachers do concentrate on the proper implication of those techniques according to the classroom environment and situation. the students enjoy the class caused by the teacher can manages classroom properly and generate all methods and techniques. sixth, fitriani conducted a research entitled “students’ strategies in answering question in reading comprehension in semester examination (a case ctudy third level of smu 3 curup in academic year 2007-2008).” the result of the study shows that strategies dominantly used by the students of smu 3 curup are scanning the text for specific information, followingthe instruction. then, the strategy undominat usedare: the strategy in graphemic rules and patterns to aid bottom-up decoding, semantic mapping or clustering. they have influence when the students answering question of reading comprehension in semester examination. that strategies can help themeasy in doing the reading examination. the last, mohamad aliakbari about “assertive classroom management strategies and students’ performance” in 2004, based on the results of the study, the given sample of the iranian high school teachers honored teachingand teacher–student relationship strategies more than organization and punishment–rewardstrategies. therefore, it is concluded that there is a weak positive relationship between applying assertivemanagement strategies and the students’ achievement at the level of 0.05 (r = .185*, p < 0.05).while the results of the current study shed more light on the importance of teachers’ managing skillsand the relationship between teachers’ effectiveness and students’ achievement, english franca vol 1 no 02 tahun 2017, stain curup page 170 p-issn 2580-3670, e-issn 2580-3689 findings call forteachers’ stress and emphasis on other effective factors in classroom as well and develop creativeapproach to adjust such strategies with classroom conditions. the findings have implications foriranian educational administrators, especially given the in-service training programs for efl teachersto efficiently practice classroom management strategies.in spite of the attempts in conducting the current research, some limitations need to be acknowledged. by looking into the previous studies as explained above, it can be seen that the related finding about teaching strategies and classroom management also. beside of that, this research is different from the previous studies above. first, it can be seen from the aimed of research, in this study the researcher focused on the stategies and the classroom management. while another related finding above only focused on the classroom management for example the research which was conducted by kristina monika klopfer, nawshin shakila, mohamad aliakbari and arif rudianto. second, this research focus on pre-service teacher teaching stratefies and classroom management by cooperating with teacher who as advisor of preservice english teacher while the previous research is focus on teacher teaching strategis or teacher classroom management. third, this reasearch is conducted in junior high school level while the previous research conducted their research on senior high school like a research which was conducted by fitriani. she conducted her study at senior high school number 3 curup. the last is the area where the researcher conducted the research. in this present research, the reseacher did her research on rejang lebong regency while another previous studies did their research on another regency. for example a research conducted by arif rudianto, he conducted his study on tengaran. [ research methodology research design there are many types of research design which can be used appropriately. in this research, the researcher usedmix method explanatory. mixed method focused on combining between quantitative method and qualitative method. it causes this study need two types of data to answer the research question these are quantitative data and qualitative data. according to creswell (2008:552) stated that “ a mixed english franca vol 1 no 02 tahun 2017, stain curup page 171 p-issn 2580-3670, e-issn 2580-3689 methods research design is a procedure for collecting, analyzing , and ‘mixing’ both quantitative and qualitative research and methods in a single study to understand research problem”. the researcher describes the data in written from describes quantitative data are usually collected through a questionnaire, quantitative research is research oriented to the phenomenon or phenomena in nature. this research used mix method explanatory because the result of questionairre measured in form of percentage and the result of interview described in form of explanation. subject of the research the researcher used purposive sampling technique for choosing the subject of this research. the subject of the research wasall the english teacher as the advisor of preservice english teacher or cooperating teacher at junior high school in rejang lebong regency.the total english teacher was 7 teachers. the english teacher came from smpn 1 rejang lebong, smpn 2 rejang lebong, smpn 3 rejang lebong, smpn 4 rejang lebong, smpn 5 rejang lebong, smpn 10 rejang lebong, dan smpn 40 rejang lebong.there were 17 preservice english teacher in that school. the researcher gave them questionnaires and interviews. instruments of the research the are some instruments that researcher used for collecting the data, they were: teaching strategies and classroom management questionnaire and interview guidelines. there were two questionnaires of this research: 1) teaching strategies questionnaire and 2) classroom management questionnaire. this questionnaire used to know pre-serviceenglish teacher strategies in teaching and managing the classroom. there were 28 strategies and 4 aspect of classroom amnagement analyzed in this research. in this research, the research, the researcher made a interview gudelines to make the interview be run well and focus to the point. the researcher gave some questions to all the participants to get the information about their activities in using the teaching strategies and in managing the classroom. techniques for analyzing the research sujana (2004: p.43) states that there are five processes to analyze the data from english teaching strategies and classroom english franca vol 1 no 02 tahun 2017, stain curup page 172 p-issn 2580-3670, e-issn 2580-3689 management questionnaire (quantitative data) in this research. this process following: 1. verification of data is to check of trust and complete the questionnaire that answered by respondent. 2. classification and tabulation of data that had verification in a table. 3. count the percentage with use formula: p = f x 100% n note: p = percentage f = total frequency each item n = number of preservice english teachers 4. analysis the data from the questionnaire and the data arranged based on research questions. 5. the arranged data described one by one. 6. drawing general conclusions. whereas, according to gay (2000:p.204), there are some steps to analyze the result of qualitative data. they were data managing, reading, describing, classifying, and interpreting. the researcher used this step to annalyze the data from english teaching strategies and classroom management interview. 1. data managing is in order to make sure that you have dated, organized and sequenced all field notes, transcript observer, comments, memos, and reflection. the researcher used this step to organize the data from english teaching strategies and classroom management interview. 2. reading/memoing involves reading the field notes, transcript, emmos, and observer comment to get sense of the data. the researcher read all the data and get general description about english teaching strategies and classroom management. 3. describing is based on the observation and field notes which to provide the true picture of the setting and events taht took place in it. the researcher describes all the data from english teaching strategies and classroom management interview. the result of english franca vol 1 no 02 tahun 2017, stain curup page 173 p-issn 2580-3670, e-issn 2580-3689 describing step used by the researcher to do the next step in analyzing the data. 4. classifying is ordering field notes or transcription into categories that represent different aspect of the data. the researcher classifies each data about english teaching strategies and classroom management used by preservice english teacher. the result classifies into categories based on the research questions or indicator. 5. interpreting is reflective, integrative, and explanatory is based heavily on the connections, common aspects, and linkages among the data especially the identified categories and pattern. the researcher explains and interprets the result of english teaching strategies and classroom management interview deeply. findings and discussions findings there were four result findings of this research. first, the result from teaching strategy questionnaire. second, the result from classroom management questionnaire. third, the result of teaching strategy inteview. and fourth, the result of classroom management interview. the reseacher analyzed the result of questionnaires first, and then the researcher analyzed the result of interview. english teaching strategies questionnaire the researcher distributed the english teaching strategies questionnaire to 7 english teacher at junior high school in rejang lebong regency. the types of english teaching strategies used by preservice english teacher can be seen in the following table: table 3. the result of english teaching strategies questionnaire school/ et preservice english teacher english teaching strategies smpn 1 rl 3 students 1. task-based language learning 2. cooperative learning 3. grapic organizers 4. technology english franca vol 1 no 02 tahun 2017, stain curup page 174 p-issn 2580-3670, e-issn 2580-3689 5. roleplay 6. storytelling 7. vocabulary building smpn 2 rl 2 students 1. task-based language learning 2. cooperative learning smpn 3 rl 2 students 1. task-based language leraning 2. cooperative learning 3. grapic organizers smpn 4 rl 3 students 1. task-based language learning 2. cooperative learning 3. analysis of student work smpn 5 rl 2 students 1. task-based language learning 2. cooperative learning smpn 10 rl 3 students 1. task-based language learning 2. cooperative language 3. summarizing and notetaking smpn 40 rl 2 students 1. task-based language learning 2. cooperative learning 3. storytelling 4. vocabulary building total 17 students 9 types of teaching strategies based on the table above, it can be seen that there were nine strategies was used by the preservice english teacher while they teach the students in that school. they were: (1) task-based language learning; (2) cooperative learning; (3) grapic organizers; (4) technology; (5) roleplay; (6) storytelling; (7) vocabulary building; (8) summarizing and notetaking; and (9) analysis of student work. table 4. the percentage of english teaching strategies no strategies preservice english teacher percentage 1 task-based language learning 17 students 100% english franca vol 1 no 02 tahun 2017, stain curup page 175 p-issn 2580-3670, e-issn 2580-3689 2 cooperative learning 17 students 100% 3 grapic organizers 5 students 29% 4 technology 1 students 5.8% 5 roleplay 1 students 5.8% 6 storytelling 2 students 11.7% 7 vocabulary building 2 students 11.7% 8 summarizing and notetaking 1 students 5.8% 9 analysis of student work 1 students 5.8% based on the table above, it can be seen that the percentage of types of english teaching strategies was used by the preservice english teacher while they teach the students in that school. the strategies were: (1) task-based language learning (100%) and (2) cooperative learning (100%); (3) grapic organizers (29%); (4) technology (5.8%); (5) roleplay (5.8%); (6) storytelling (11.7%); (7) vocabulary building (11.7%); (8) summarizing and notetaking (5.8%); and (9) analysis of student work (5.8%). the most strategies used by preservice english teacher (>50%) were task-based language learning and cooperative learning. classroom management questionnaire the researcher distributed the classroom management questionnaire to 7 english teacher at junior high school in rejang lebong regency. the types of classroom management used by preservice english teacher can be seen in the following table: table 5. the result of english teaching strategies questionnaire school/ et preservice english teacher english teaching strategies smpn 1 rejang lebong 3 1. maintaining discipline 2. giving feedback 3. classroom interaction smpn 2 rejang lebong 2 1. giving feedback smpn 3 rejang lebong 2 1. maintaining discipline 2. giving feedback smpn 4 rejang lebong 3 1. giving feedback smpn 5 rejang 2 1. giving feedback english franca vol 1 no 02 tahun 2017, stain curup page 176 p-issn 2580-3670, e-issn 2580-3689 lebong smpn 10 rl 3 1. maintaining discipline 2. giving feedback smpn 40 rl 2 1. maintaining discipline 2. giving feedback total 17 students 3 aspects of classroom management based on the table above, it can be seen that there werethreeclassroom management was used by the preservice english teacher while they teach the students in that school. they were: (1) maintaining discipline; (2) giving feedback; (3) classroom interaction. the preservice english teacher did not used setting arrangement in classroom management. table 6. the percentage of classroom management no strategies preservice english teacher percentage 1 maintaining discipline 10 students 58.5% 2 giving feedback 17 students 100% 3 classroom interaction 3 students 17.6% based on the table above, it can be seen that the percentage of cassroom managementwas used by the preservice english teacher while they teach the students in that school. the strategies were: (1) maintaning discipline (58.5%), (2) giving feedback (100%), and classroom interaction (17.6%). the most classroom management used by preservice english teacher (>50%) were giving feedback, maintaning discipline and getting feedback. the implementation of teaching strategies the researcher gave english teacher some questions to know about the implementation of english teaching strategies used by preservice english teacher. the implementation nine types of english teaching strategies can be seen in the following table: table 7. the implementation of task-based language learning schools the implementation of tbll smpn 1 rl pet applying this strategy by using another strategies first. after that, they used this strategies. english franca vol 1 no 02 tahun 2017, stain curup page 177 p-issn 2580-3670, e-issn 2580-3689 pet make their student did the exercise in the worksheet as the evaluation to kcnow if the students understand the material or not. smpn 2 rl pre-service english teacher gave the explanation about the material first in the beginning of the class. pet asked the students to do the exercise on their worksheet which is related to the material before. in the last they asked the students to submit their task and correcting it together. smpn 3 rl pet used this strategiy by combining this strategy another strategies. for example: they make student in group first after that in the last time they asked students to do the worksheet smpn 4 rl pre-service teachet gave the explanation in the beginning of the class pet gave a questions for students to answer its. this activity is done until the time is up. smpn 5 rl pet applied this strategy by giving an instruction to the students to do the exercise on their homework. and then they only sit down infront of the class. so if the students have done the exercise the pre-service teacher asked the students to submit but if the task haven’t done yet so they made it be a homework. smpn 10 rl pre-service english teacher used this strategy by giving task to student. pet gave the questions to the students and after that they the explanation and the students did the task on their notebook. smpn 40 rl the teacher asked students to answer the task individually. the teacher ask the students to discuss. the teacher describe about the task. based on the result of the table, it can be seen that in implementing the task-based language learning the pre-service english teacher, applying this strategy by combining this strategy to another strategy. beside of that in the beginning the class they explain the material after that they asked their students to do the task on the english franca vol 1 no 02 tahun 2017, stain curup page 178 p-issn 2580-3670, e-issn 2580-3689 students worksheet which is related to the material that they explained before. after that in the last using another strategies first. in addition they also give the questions to the students to anwers and asked the students to have discussion aboout theat questions. and at the last , the teacher asked students to submit the taks if they have finished the task yet and if they haven’t done yet they made it become homework. table 8. the implementation of cooperative learning strategy schools the implementation of teaching strategies smpn 1 rl the pet devided students in some groups. make student to discuss the topic. the teacher asked students to present the topic. the teacher asked students to taking a note of the discussion. smpn 2 rl the pet devided students into some groups. the pet asked student to present the topic. smpn 3 rl pet teacher devided students in some groups. pet give one topic to students to discuss. pet asked student to summarize the material and present the material infront of class. smpn 4 rl the pet made student worked in group the students present the material infront of the class. the teacher took the conclusion based on students explanation before. smpn 5 rl the pet devided students into some groups. the pet asked students the material infront of the class. smpn 10 rl the pet asked student into some groups. the pet gave 1 topic to the students the students made students to present the material. smpn 40 rl the teacher asked the student to discuss the topic in group. the teacher ask the student to answer the english franca vol 1 no 02 tahun 2017, stain curup page 179 p-issn 2580-3670, e-issn 2580-3689 wuestion based on the topic in the group. the teacher asked students to collect or submit the result of their discussion infront of class. according to the table above, it can be concluded that pre-service english teacher implemented this strategy by dividing the students into some groups and asked the students to discuss with their friend. but, before that they gave to their students 1 topic to discuss and take tha summarize of that topic. and then, the students have to present their presentation while their classmates is asked to give the question to the presenter. and at the last of the class the pre-service english teacher took the conclusion based on students explanation before. table 9. the implementation of grapic organizer strategy schools the implementation of teaching strategies smpn 1 rl pet used this strategy in some materials to make students more understand about the material. pet gave the explanation by using that grapic. smpn 2 rl smpn 3 rl pet used grapic to help them easy to teach and the students to comprehend the material. pet gave the explanation first after that they gave time for students to understand the material. smpn 4 rl smpn 5 rl smpn 10 rl smpn 40 rl based on the table above, it can be seen that the pre-service english teacher applied this strategy in the classroom by using grapic to help them in explaining the material to their students. beside of that using this startegy is helped the students to understanding the material. table 10. the implementation of technology strategy schools the implementation of teaching strategies smpn 1 rl pet sometimes used technology tools such english franca vol 1 no 02 tahun 2017, stain curup page 180 p-issn 2580-3670, e-issn 2580-3689 as infocus. pet played the video or movei which is related to the material. smpn 2 rl smpn 3 rl smpn 4 rl smpn 5 rl smpn 10 rl smpn 40 rl based on the table above it can be seen that is the pre-service english teacher sometimes used infocus to help them teach the lesson to students. for example to play the movie or video which is related to the material. table 11. the implementation of roleplay strategy schools the implementation of teaching strategies smpn 1 rl pet gave task to the students to make drama. the function of this strategy was to make the students more interesting to follow up the lesson. smpn 2 rl smpn 3 rl smpn 4 rl smpn 5 rl smpn 10 rl smpn 40 rl based on the table above, it can be seen that in applying this strategy pet gave task to the students to make drama. the function of this strategy was to make the students more interesting to follow up the lesson. table 12. the implementation of storytelling strategy schools the implementation of teaching strategies smpn 1 rl pet gave some topics pet asked students to do storytelling in front of the class based on that topic. smpn 2 rl english franca vol 1 no 02 tahun 2017, stain curup page 181 p-issn 2580-3670, e-issn 2580-3689 smpn 3 rl smpn 4 rl smpn 5 rl smpn 10 rl smpn 40 rl pet gave the topic to the students. pet ask students to do storytelling. pet listen to the students storytelling. based on the finding above, it can be seen that the pet applied this strategy by give one topic to students and asked them to do strorytelling infront of the class or gave the audio to the students about stroytelling. table 13. the implementation of analysis of student work strategy schools the implementation of teaching strategies smpn 1 rl smpn 2 rl smpn 3 rl smpn 4 rl the pet asked students to perform infront of the class. the pet asked their classmates to give comment for their friend performance. smpn 5 rl smpn 10 rl smpn 40 rl based on the table above, it can be seen that the pet asked students to perform infront of the class and then asked their classmates to give comment for their friend performance. table 14. the implementation of sumarizing and note taking strategy schools the implementation of teaching strategies smpn 1 rl smpn 2 rl smpn 3 rl smpn 4 rl smpn 5 rl smpn 10 rl the pet explained the material first. english franca vol 1 no 02 tahun 2017, stain curup page 182 p-issn 2580-3670, e-issn 2580-3689 the pet asked students to take a note while they explain the material. the pet asked students to re-read the summarizing the pet gave the students questions based on the summarizing that they did before. smpn 40 rl based on the finding above, it can be concluded that the pet in implementing this strategy they explained the material first. and then they asked their students to take a note while they explain the material. after that asked the students to re-read the summarizing. at the last the pet gave the students questions based on the summarizing that they did before. table 15. the implementation of vocabulary building strategy schools the implementation of teaching strategies smpn 1 rl the pet asked the students the write down the new vocabbulary that they get the pet asked the students to memorize that vocabullary. the pet asked the students about the vacabullary. smpn 2 rl smpn 3 rl smpn 4 rl smpn 5 rl smpn 10 rl smpn 40 rl the teacher ask students to write down the information about vocabullaty the teacher ask student to find out the meaning of the vocabullary in the dictionary. the teacher asked the students to write down the meaning. based on the table above, it can be concluded that in implementing the vocabullary building strategy the pre-service englich teacher asked the students to write down and find out the meaning of vocabullaty that they get. after that the students is asked by the pet to english franca vol 1 no 02 tahun 2017, stain curup page 183 p-issn 2580-3670, e-issn 2580-3689 memorize that vocabulary. furthermore, to make the students easy to memorize the vocabullary the pet asked students to find out the information which is related to that vocabullary classroom management interview in the classroom management interview, the researcher interviews english teacher about: (1) the implementation of classroom management, (2) the reason of preservice english teacher used that classroom management, (3) students’ responses toward classroom management, (4) the reason of pre-service english teacher did not use that classroom management; (5) english teacher responses about classroom managementused by pet. 1. the implementation of classroom management the researcher gave english teacher questions to know about the implementation of classroom management used by pet. the implementation of classroom management can be seen in the following table: table 20. the implementation of maintaining discipline schools the implementation of maintaining discipline smpn 1 rl pet did the activities in class based on some steps in lesson plan. so the goal of the material can convey well because all activities have done with exact time. pet made the condition of the class being good, such asthe students pay attention the materials well. smpn 2 rl smpn 3 rl pet used maintaining discipline in learning process, every activities accordance with lesson plan. from the pre activity, main activity and post activity. pet did the warming up, brainstorming, after that discuss the material, give evaluation and for the post activity, they usually give homework. pet did brainstorming or discuss materials, he gave the instruction clearly so the students do the activity easily. pet always controled the students’ english franca vol 1 no 02 tahun 2017, stain curup page 184 p-issn 2580-3670, e-issn 2580-3689 activites, so there is no students who didn’t pay attention. smpn 4 rl smpn 5 rl smpn 10 rl pet did the activities in classroom accrodance with lesson plan. pet gave some instructions in learning process clearly, for instance the instructions arranged well, so the students easy to understand and also the condition of class will be running well. smpn 40 rl pet gave brief explanation about their classroom rules. what the students have to do and what the things that they don’t have to do. pet walked arround the class to see what the student do. based on the finding above, it can be conclude that maintaining discipline aspect is used by pet in managing the classroom. in learning process, every activities accordance with lesson plan. from the pre activity, main activity and post activity for instance do the warming up, brainstorming, after that discuss the material, give evaluation and for the post activity, they usually give homework. pre-service english teacher do some activities in the class by giving the instruction clearly so the students do it easily. in learning procees, pet also keep in touch with students, to make sure that students be aware that their teacher monitored them. so, the aspect really help teacher in managing the classroom, but it can be better if pet use all aspects to make sure the learning process will be running well. table 21. the implementation of giving feedback schools the implementation of giving feedback smpn 1 rl pet gave comment to the students about their mistake in doing performance. smpn 2 rl pet used this aspect, for example the always gave feedback of students’ performance or task. they often give comment and suggestion to decrease the mistakes. smpn 3 rl pet used “giving feedback” in manging the english franca vol 1 no 02 tahun 2017, stain curup page 185 p-issn 2580-3670, e-issn 2580-3689 classroom, for example pet usually gave note in students’ writting and speaking activities. pet gave note “please learn more!”, if the student did it well after the students did the performance. the teacher directly response by saying “good job!’ smpn 4 rl preservice english teacher used “giving feedback” in learning process. they often give comment to the students’ performance for example in speaking test “describe people” after students did it, the pet directly give comment and tell the mistake of that student such as grammar and pronounciation. smpn 5 rl pet gave feedback to students’ result. for example if the teacher ask about some materials, and the students answer correctly. the teacher directly said “yeah, it’s the correct answer, good job!”. smpn 10 rl pet usually gave feedback to the students’ performance, for instance give comment or suggestion by writtem and oral feedback. pet directly gave comment the students’ performance such as say “your performance is good, but you have to always practice, so your utterance will be more fluently”. smpn 40 rl pet only give feedback when the students have a performance in front of classroom or the teacher only give oral feedback to students. from the table above, it can be conclude that preservice english teacher manage the classroom by using “giving feedback” aspect. they often give comment to the students’ performance by saying directly for instance “your performance is good, but you have to always practice, so your utterance will be more fluently” or by giving a note. pet also tell the mistake of the students’ performance such as grammar and pronounciation. so, it can make the student realize that they have good ability and become more enthusiastic in improving their ability. and if they have mistake or error, they will effort to correct it and not to do the english franca vol 1 no 02 tahun 2017, stain curup page 186 p-issn 2580-3670, e-issn 2580-3689 same mistake. the aspect is appropiate in managing the classroom, but it will be better if pet also use all of aspects. table 22. the implementation of classroom interaction schools the implementation of classroom interaction smpn 1 rl pet give good interaction and stimulation to the students, so they felt comfortable and active in learning process pet always give question to make sure the students understand about the materials smpn 2 rl smpn 3 rl smpn 4 rl smpn 5 rl smpn 10 rl smpn 40 rl based on the table above, it can be conclude that preservice english teacher use classroom interaction to manage the classroom. in learning process pet do interaction to the students by giving stimulation, so it can make the students become active because they will be brave to ask teacher about the material directly and answer the teacher’s question. by using “classrrom interaction students also feel comfortable in the class, so the aspect is suitable to used. but to make sure that the process of learning will be running well, pet should use all aspects in managing the classroom. discussions english teaching strategies based on the finding above, it can be seen that there were nine strategies was used by the preservice english teacher while they teach the students in that school. they were: (1) task-based language learning; (2) cooperative learning; (3) grapic organizers; (4) technology; (5) roleplay; (6) storytelling; (7) vocabulary building; (8) summarizing and notetaking; and (9) analysis of student work.the percentage of types of english teaching strategies was used by the preservice english teacher while they teach the students in that school. the strategies were: (1) task-based language learning (100%) and (2) english franca vol 1 no 02 tahun 2017, stain curup page 187 p-issn 2580-3670, e-issn 2580-3689 cooperative learning (100%); (3) grapic organizers (29%); (4) technology (5.8%); (5) roleplay (5.8%); (6) storytelling (11.7%); (7) vocabulary building (11.7%); (8) summarizing and notetaking (5.8%); and (9) analysis of student work (5.8%). the most strategies used by preservice english teacher (>50%) were task-based language learning and cooperative learning (100%). this finding is similar with richards jack & rodgers theodore (2007) and dadid nunan (2003) opinion. they states that task -based learning and cooperative learning offers an alternative for language teachers. these strategies can help the teacher in teaching and learning process. this strategies could helped the teacher to make the students more easily in comprehend the material. classroom management based on the finding above, there were three classroom management was used by the preservice english teacher while they teach the students in that school. they were: (1) maintaining discipline; (2) giving feedback; (3) classroom interaction. the preservice english teacher did not used setting arrangement in classroom management. the percentage of cassroom management was used by the preservice english teacher while they teach the students in that school. the strategies were: (1) maintaning discipline (58.5%), (2) giving feedback (100%), and classroom interaction (17.6%). the most classroom management used by preservice english teacher (>50%) were giving feedback and maintaning discipline.in the same opinion, wolfgang (2006) states that there are four aspects to manage classroom. they were feedback and maintaning discipline. the teachers have to give the clear instruction and allowed the students get the point by giving feedback teachers can help students understand where their mistake and give them ideas of how correct their mistakes. the implementation of english teaching strategies there were nine strategies used by the preservice english teacher in teaching and learning process. the implementation of these strategies can be seen in the following sentences. first, the implementation of task-based language learning strategy that applied by preservice english teacher were: 1) pre-service english teacher gave the explanation about the material first in the english franca vol 1 no 02 tahun 2017, stain curup page 188 p-issn 2580-3670, e-issn 2580-3689 beginning of the class; 2) pet asked the students to do the exercise on their worksheet which is related to the material before; 3) in the last they asked the students to submit their task and correcting it together. second, the implementation of cooperative learning strategy that applied by preservice english teacher were: 1) the pet devided students in some groups; 2) make student to discuss the topic; 3) the teacher asked students to present the topic; 4) the teacher asked students to taking a note of the discussion; and 5) the teacher took the conclusion based on students explanation before. third, the implementation of grapic organizers strategy that applied by preservice english teacher were: 1) pet used grapic to help them easy to teach and the students to comprehend the material; and 2) pet gave the explanation first after that they gave time for students to understand the material. fourth, the implementation of technology strategy that applied by preservice english teacher were 1) pet sometimes used technology tools such as infocus; and 2) pet played the video or movei which is related to the material. fifth, the implementation of roleplay strategy that applied by preservice english teacher were pet gave task to the students to make drama. the function of this strategy was to make the students more interesting to follow up the lesson. sixth, the implementation of storytelling strategy that applied by preservice english teacher were 1) pet gives the topic to the students; 2) pet asks students to do storytelling; and 3) pet listens to the students storytelling. seventh, the implementation of analysis of student work strategy that applied by preservice english teacher weren 1) the pet asked students to perform infront of the class; 2) the pet asked their classmates to give comment for their friend performance. eighth, the implementation of summarizing and notetaking strategy that applied by preservice eenglish teacher were: 1) the pet explained the material first; 2) the pet asked students to take a note while they explain the material; 3) the pet asked students to re-read the summarizing; and 4) the pet gave the students questions based on the summarizing that they did before. ninth, the implementation of vocabulary building strategy that applied by preservice english teacher were 1) the pet asked the students the write down the new vocabbulary that they get; 2) the pet asked the students about the vacabullary. the teacher ask students to write down the information about vocabulary; 3) the teacher ask student to find out the meaning of the vocabullary in the dictionary; 4) english franca vol 1 no 02 tahun 2017, stain curup page 189 p-issn 2580-3670, e-issn 2580-3689 the teacher asked the students to write down the meaning; 5)the pet asked the students to memorize that vocabullary. the implementation of nine english teaching strategies above was similiarty with the david nunan (2003) and jack richard (2007) opinion. they said that there are many strategies can be used in teaching and learning process. some of them were (1) task-based language learning; (2) cooperative learning; (3) grapic organizers; (4) technology; (5) roleplay; (6) storytelling; (7) vocabulary building; (8) summarizing and notetaking; and (9) analysis of student work. the implementation of classroom management there were three classroom management used by the preservice english teacher. first, the implementation of maintaning discipline applied by preservice english teacher were: 1) pet made the condition of the class being good, such as the students pay attention the materials well; 2) pet did the warming up, brainstorming, after that discuss the material, give evaluation and for the post activity, they usually give homework; 3) pet gave some instructions in learning process clearly, for instance the instructions arranged well, sothe students easy to understand and also the condition of class will be running well; and 4) pet always controled the students’ activites, so there is no students who didn’t pay attention. the teacher use that aspect because it will make the process running well. from the pre,main and post acvities arrange well. and also for giving the instruction well, the student will follow the process easily. the teacher control the class such as keep in touch wth students in order to students always pay attention what the teacher said.the pet use that aspect because by giving the feedback. it can make the student feel that the teacher care about them. and also from the feedback such as writtwn and oral feedback. the students will correct the mistake and will not the mistake anymore. second, the implementation of getting feedback applied by preservice english teacher were (1) pet used this aspect, for example the always gave feedback of students’ performance or task. they often give comment and suggestion to decrease the mistakes;(2) pet gave comment to the students about their mistake in doing performance; (3) pet gave feedback to students’ result. for example if the teacher ask about some materials, and the students answer correctly. giving feedback is used because students need something that they remind to be guide wush as whch is the correct one. so the students will not do the same mistake. pet use “giving feedback” because from english franca vol 1 no 02 tahun 2017, stain curup page 190 p-issn 2580-3670, e-issn 2580-3689 that students be aware of their mistake and correct it, so they don’t do the same mistake.the teacher use that aspect because it will make the process running well. from the pre,main and post acvities arrange well. and also for giving the instruction well, the student will follow the process easily. the teacher control the class such as keep in touch wth students in order to students always pay attention what the teacher said.the pet use that aspect because by giving the feedback. it can make the student feel that the teacher care about them. and also from the feedback such as written and oral feedback. the students will correct the mistake and will not the mistake anymore. third, the implementation of classroom interaction applied by preservice english teacher were(1) pet give good interaction and stimulation to the students, so they felt comfortable and active in learning process; (2) pet always give question to make sure the students understand about the materials. pet use this aspect because by making or following the lesson plan, the activities will be done with exact time. and also giving the instruction, we have to convey it clearly because is related to students’ result . and keep in touch is really needed. so students will be aware that the teacher control them. it make the student pay attention the material well.pet use this aspect because it can help the students to correct the mistake from note that teacher gave to them. and also from giving feedback, the students motivate to be better. conclusions and suggestions conclusions based on the findings above, the conclusion of the research can be seen in the following sentences: 1. the types of english teaching strategies used by preservive english teacher were: (1) task-based language learning (100%) and (2) cooperative learning (100%); (3) grapic organizers (29%); (4) technology (5.8%); (5) roleplay (5.8%); (6) storytelling (11.7%); (7) vocabulary building (11.7%); (8) summarizing and notetaking (5.8%); and (9) analysis of student work (5.8%). the most strategies used by preservice english teacher (>50%) were task-based language learning and cooperative learning (100%). english franca vol 1 no 02 tahun 2017, stain curup page 191 p-issn 2580-3670, e-issn 2580-3689 2. the types of classroom management used by preservive english teacher were: (1) maintaning discipline (58.5%), (2) giving feedback (100%), and classroom interaction (17.6%). the most classroom management used by preservice english teacher (>50%) were giving feedback and maintaning discipline. 3. the implementation of nine english teaching strategies used by preservice english teacher was similiarty with the english teaching strategies theory by david nunan (2003) and jack richard (2007) opinion. 4. the implementation of three classroom management (maintaning dsicipline, getting feedback, and classroom interaction) was appropriate with the theory by wolfgang (2006), marzano et al (2003), adn brophy (2006). suggestions based on the result of this research, some suggestions can be presented for the english teacher, for students, for other researcher, and for stain curup. 1. for the english teacher the english teacher can teach using various strategies to make the students more interest and motivate in teaching and learning process. there are many kinds of english teaching strategies. the english teacher should use various strategy to make the student more enjoy and active in the classroom. 2. for students this research can be used by the student to improve their ability about english teaching strategies. they can request that various strategies to their teacher to apply in teaching and learning process. 3. for the other researcher for other researcher, they can do the research about other aspect which influenced the success of teaching and learning process, such as motivation, style, anxiety, awareness, and etc. 4. for stain curup the result of this research give the information about the quality of preservice english teacher of stain curup at junior high school. the result of this research can be used as the references to make our preservice quility better. the preservice english teacher should be learn more about english teaching strategies in microteaching subject. english franca vol 1 no 02 tahun 2017, stain curup page 192 p-issn 2580-3670, e-issn 2580-3689 short biography the writer is an english lecturer in stain curup, graduated her s1 from bengkulu university in 2011 and her master degree of english language education from sriwijaya university in 2013. references aliakbari, mohamad. 2004. assertive classroom management strategies and students’ performance. iranian: university of iranian. angela, nia. 2017. the implementation of brainstorming activity of pre service teachers (a descriptive qualitative study of pre service teachers). curup: unpublished thesis in stain curup australian institute for teaching and school leadership (aitsl). initial teacher education, retrieved from website http://www.aitsl.edu.au/initial-teacher-education on 12 april 2017. brophy, j. 2006. history of research on classroom management. in c. m. evertson & c. s. weinstein (eds.). handbook of classroom management: research, practice, and contemporary issues. mahwah, nj: lawrence erlbaum associates. brown, h.d. 2001. teaching by principles: an 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manajemen pendidikan. bandung: alfabeta english franca vol 1 no 02 tahun 2017, stain curup page 194 p-issn 2580-3670, e-issn 2580-3689 sainato,d. classroom transitions:“organizing environments to promote independent performance.” educationand treatment of children,13. shakila ,nawshin. 2009. teaching methods and classroom management. riau: riau university. sujana. 2004. pengantar statistic pendidikan.jakarta:raja grafindo persada. ur, penny. 2007. a course in language teaching. new york: bantam books. uu republik indonesia no. 20 tahun 2003. 2009. sistem pendidikan nasional. bandung: citra umbara. whilliam. 2006. the principles if english teaching. san francisco: san francisco university. wolfgang. 2006. classroom management by teacher. california: the university of california. english franca : academic journal of english language and education vol. 2, no. 2, 2018, iain curup p-issn 2580-3670, e-issn 2580-3689 language learning disabilities: how can i help my students with dyslexia? eka apriani iain curup ekaapriani_90@ymail.com dadan supardan uin mataram dadan.supardan@uinmataram.ac.id abstract this paper showed the language learning method in teaching disabilities students with dyslexia problem. in this article the main focus is how to teach the dyslexia students in reading skill. furthermore, in this study also explain the causes of dyslexia which are neurological and cognitive factor. beside of that, the characteristics of children with dyslexia divided into two stages: early childhood (preschool or kindergarten, grade 1-3, and grade 4-8) and middle childhood with dyslexia (high school, college, and adult). and the last teacher has important role in teaching for the students with reading disabilities and difficulties (dyslexia). teacher can guide the student in learning, give them an interesting activities by using good strategy. keyword: reading skill, dyslexia, and language learning. introduction brain has an important role in language learning. the function of brain is controls all behavior, including language. language is vital to individual success, and diseases affecting language can cripple a person in his or her family or social group (caplan, 1995). the brain disorder is one aspect that can effect the way of students in learning language. brain mailto:ekaapriani_90@ymail.com mailto:dadan.supardan@uinmataram.ac.id 188 | english franca, vol. 2, no. 2, 2018 disorder or it can be said that learning disability means that difficult learning of students in an academic area. learning disability is not a single disorder, but is a general category of special education composed of disabilities in any of seven specific areas: listening, speaking, basic reading skills, reading comprehension,written expression, mathematics calculation, andmathematical reasoning (lyon, 1996). according to saskatchewan learning (2004), there are four types of learning disabilities: written expression disorder, mathematics disorder, nonverbal learning disability, and reading disability. reading disability is an important aspects in students learning process. kemp, smith, segal (2012)explain that learning disabilities difficulties in reading:letter and word recognition, understanding words and ideas, reading speed and fluency, general vocabulary skills, letter and word recognition, understanding words and ideas, reading speed and fluency, and general vocabulary skills. reading disability may be characterized by:1) difficulties in single word reading; 2) initial difficulties decoding or sounding out words;3) difficulties reading sight words;4) insufficient phonological processing; 5) expressive or receptive language difficulties; and difficulties with comprehension (saskatchewanlearning, 2004). dyslexia is a learning disability that affects approximately ten percent of the population. despite having average or above average intelligence, people with dyslexia have difficulty in reading, and in other language-based tasks such as writing and spelling (miller, 2012). in other word, tatman (2005) states that dyslexia isa learning disability that causes problems with reading. shaywitz and shaywitz (2002) argue that dyslexia is characterized by an unexpected difficulty in reading in children and adults who otherwise possess the intelligence and motivation considered necessary for accurate and fluent reading. the teacher has important role in helping students with dyslexia (reading disabilities and difficulties). the good contribution from teacher can encourage and support the children or students in learning process (ryan, 2004). from the explanation above, this paper will discuss clearly and completely about reading skill, reading disability and eka apriani & dadan supardan: language learning disabilities: how can i help my students with dyslexia?|189 difficulty, dyslexia, causes of dyslexia, the characteristics children with dyslexia, and how can teachers help their students with dyslexia. theoritical framework the concept of reading reading is an important skill that needs to be developed in children. not only is it necessary for survival in the world of schools and universities, but in adult life as well. there are various definitions that have been stated by language expert. reading is a complex cognitive and linguistic process. nuttal (1982) states that definition of reading in three levels: 1). reading is the process in decoding, deciphering, and identifying the printed words. 2) reading is the process in articulating, speaking, and pronouncing the words in print. 3) reading is the process in understanding, interpreting the meaning of text (p.2). in other word, grabe and stoller (2002) explain that reading is the ability to draw meaning from the printed page and interpret the information appropriately (p.9). in addition, alyousef (2005) defines that reading can be seen as an interactive process between a reader and a text which leads to automaticity or reading fluency. it involves decoding alphabetic symbols, drawing upon experiences and language, and using strategies effectively to make meaning. so, reading is very important to the students. in addition, nunan (2003) states that reading divided into two types, strategic reading, and fluent reading (p.68). strategic reading is defined as the ability of the reader to use a wide variety of reading strategies to accomplish a purpose of reading. however, fluent reading is defined as the ability to read at an appropriate rate with adequate comprehension both of those reading skills is important and related each other. based the explanation above, it can be say that reading as the process that is used to understand information presented in written form and people are able to read if the words printed can be identified by the reader. reading improves their grasping skills and sharpens their 190 | english franca, vol. 2, no. 2, 2018 analyzing and problem-solving abilities. reading gives them knowledge, making them more confident.the more students read, the better developed their cognitive abilities. reading disabilities and difficulties reading is the process of extracting meaning from written symbolic characters. in elementary school, a large amount of time and effort is devoted to the complicated task of learning to read (american academy of pediatrics, section on ophthalmology, council on children, 2009). reading is not easy subject for the students. it showed that the many of students have difficulties in reading. kemp, smith, segal (2012)explain that learning disabilities or difficulties in reading: letter and word recognition, understanding words and ideas, reading speed and fluency, general vocabulary skills, letter and word recognition, understanding words and ideas, reading speed and fluency, and general vocabulary skills. learning disabilities or difficulties in reading may be characterized by: 1) difficulties in single word reading; 2) initial difficulties decoding or sounding out words; 3) difficulties reading sight words; 4) insufficient phonological processing; that is, the understanding that sentences are comprised of words, words are made up of syllables, and syllables are made up of individual sounds or phonemes; 5) expressive or receptive language difficulties; and 6) difficulties with comprehension (saskatchewan learning, 2004).from the explanation above, it can be said that reading disabilities and difficulties can effect students ability in some aspect of language. the concept of dyslexia the first reference of the term dyslexia occured in 1872 by the physician r. berlin of stuttgart, germany, who used the term to describe the case of an adult with acquired dyslexia, that is, loss of reading ability due to a brain lesion (guardiola, 2001)dyslexia is a term that has been applied since the early part of the 20th century to many students with eka apriani & dadan supardan: language learning disabilities: how can i help my students with dyslexia?|191 reading difficulties. the term comes from medicine, but its broadest application is within education (torgeson, foorman, & wagner, 2009). word federation of neurology (1970, cited in clisby, fowler, hebb, southcott & stein, 2000) explains that developmental dyslexia is a potent cause of children’s misery and despair, but unfortunately very common 5-10 % of 8-10 year olds have exceptional difficulty learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. petterson and pennington (2012) argue that dyslexia is a neurodevelopmental disorder that is characterized by slow and inaccurate word recognition. dyslexia is a learning disability that causes problems with reading, writing, and spelling (tatman, 2005). furthermore, dyslexia is often referred to as specific learning difficulty to show that it is not an all around learning problem. dyslexia is a difficulty with words, but can involve more than just reading and spelling and can effect writing and number word (hamsphire county council, 2009). equally, national institute of literacy said that dyslexia is a type of learning disability. specially, it is a language based disorder characterized by problems learning to read, write, spell, and decode single words (cited in south dakota department of education, 2009).rose (2009 cited in tda, 2006) argues that dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. according to the international dyslexia association (cited in south dakota department of education, 2009), dyslexia is a learning abilities that is neurological in origin. it is characterized by difficulties with accurate and or fluent word recognition and by poor spelling and decoding abilities. in other word, bull (2006) explains that despite the emphasis on literacy difficulties, dyslexia would appear to include a wide range of symptoms including poor short term memory, dyscalculia, visual impairment, speech disorders, and poor motor control, as well as emotional difficulties such as poor self esteem, clinical depression, chronic anxiety, and conduct disorder. 192 | english franca, vol. 2, no. 2, 2018 ramus (2004) states that developmental dyslexia is a mild hereditary neurological disorder which manifest itself as a persistent difficulty in learning to read in children with otherwise normal intellectual functioning and educational opportunities. he explained that many reasearcher typically attempt to characteristise dyslexia at the genetic, neurobilogical and cognitive levels of decscription, and orther to uncover casual pathways between the different levels. in addition, department for education and skills (2003) states thatdyslexia affects informationprocessing (receiving, holding,retrieving and structuringinformation) and the speed ofprocessing information.it thereforehas an impact on skills such asreading, writing, using symbols andcarrying out calculations. causes of dyslexia dyslexia is a reading difficulties caused by neurological disorder. guardiola (2001) definesthose two factors that cause of dyslexia: neurological and cognitive. neurological factors: dyslexia is the late or abnormal development of literacy skill caused by a neurological difference, and for the most part shows itself as a different way of fuctioning.cognitive factors: the low development of functioning attention, perception, memory, thinking, and language. in addition, ministry of education classifiesthere are three main deficit theories on what causes the characteristics of dyslexia: 1) the phonological deficit theory explains difficulties dyslexic, 2) individual show linking sounds with symbols in reading and spelling, 3) the cerebelladeficit theory suggests there is a problem in central processing linked to learning and automaticity, 3) the magno-cellular deficit theory suggests that problems arise as a result of visual or auditory deficits. the dyslexic brain is different from ordinary brains. studies have showndifferences in the anatomy, organisation and functioning of the dyslexic brainas compared to the non-dyslexic brain. “some people suggest that dyslexic people tend to be more 'right brainthinkers'. the right hemisphere of the brain is associated with lateral, creativeand visual thought processes.dyslexia is not eka apriani & dadan supardan: language learning disabilities: how can i help my students with dyslexia?|193 related to race, social background or intellectual ability butthere is a tendency for dyslexia to run in families and this suggests that thebrain differences which cause dyslexia may be hereditary.these neurological differences have the effect of giving the dyslexic person aparticular way of thinking and learning. this usually means that the dyslexicperson has a pattern of cognitive abilities which shows areas of strengths andweaknesses (department for education and skills, 2004). from the explanation about, it can be said that, the mmain causes of dyslexia is neurological and cognitive disorder. in neurological disorder, the children have difficulties in reading because a disorder of their brain. in cognitive disorder, the children have difficulties in reading because they have a weakness in memories the word and also use the word in context. the characteristics of children with dyslexia there are some characteristic of children with dyslexia. hampshire county council states that the characteristics of children with dyslexia may have had difficulty with: (1) learning to talk or pronouncing long words, (2) learning nursery rhymes, (3) dressing, especially than using buttons, zips, and sho laces, (4) colouring neatly and using scissors. in addition, tatman (2005) states thatthe characteristics of children with dyslexia divided into two stage:early childhood and middle childhood with dyslexia. inearly childhood, the students have had: (1) trouble learning to speak, (2) difficulty rhyming, (3) trouble learning the alphabet, numbers, and days of the week, (4) difficulty telling a story in the correct order, (5) trouble learning connection between letters and sounds. in middle childhood, the children have had: 1) reads and writes 194 | english franca, vol. 2, no. 2, 2018 letters in wrong order or backwards, 2)confuses small words like “at” and “to”, 3) difficulty reading, spelling, learning foreign language, and/or doing math problems, 4) difficulty organizing written and spoken language, 5) relies on memorization, 6) confuses math symbols, 7) trouble understanding non-literal language including jokes, slang, etc., 8) awkward pencil grip, 9) difficulty organizing and managing time and tasks, 10) difficulty summarizing, 11) often misreads information, 12) illegible handwriting, and 13) reads slowly and inaccurately. in other word, south dakato depatment of education, 2009) divides that the characteristics of dyslexia into four defferent grade levels: (1) preschool or kindergarten, (2) grade 1-3, (3) grade 4-8, and (4) high school, college, and adult.the students possible difficulties with reading acquisition in preschool or kindergaten are: (1) delayed speech; (2) confusion with before or after, right or left, and so on; (3) mispronounced words: persistant baby talk; (4) difficulty with recognizing and producing rhymes; (5) difficulty remembering and following directions. at grade 1-3 level,students with dyslexia will show some of the following characteristics: (1) difficulty remembering names or shapes of letters; (2) difficulty acquiring vocabulary or using age appropriate grammar; (3) difficulty putting ideas on paper; (4) reverses letters or the order of letters when reading; (5) inability to learn to associate letters with sounds; (6) confusion of visually similar letter; (7)confusion of auditory similar letters; (8) difficulties remembering basic sight vocabulary; (9) problems with segmenting words into individual sound and blending sounds to form words; (10) reading and spelling errors that involve difficulties with sequencing and monitoring sounds/symbol correspondence such as reversals of letters, omissions, additions, substitutions and transpositions; (11) omission of grammatical endings in reading; (12) difficulty remembering spelling words over time and applying spelling rules; (13) inability to read common one-syllable words or to sound out even the simplest of words. in the 4-8 grade level, the students have difficulties: 1) difficulty understanding concepts and relationships, 2) significant difficulty eka apriani & dadan supardan: language learning disabilities: how can i help my students with dyslexia?|195 reading and spelling multisyllabic words, often omitting entire, 3) syllables as well as making single sound errors, 4) lack of awareness of word structure, 5) frequent misreading of common sight words (where, there, what, then, when, etc.), 6) difficulties with reading comprehension and learning new information from text because of underlying word recognition difficulties, 7) if underlying oral language problems exist affecting vocabulary knowledge and grammar, difficulties in comprehension of text will occur, 8) significant difficulties in writing related to problems in spelling as well as organizing ideas. the last level is high school, college, and adult. the characteristics of students with dyslexia: 1) continued difficulties with word recognition which significantly affect acquisition of knowledge and ability to analyze written material, 2) slow rate of reading , 3) continued difficulties with spelling and written composition, 4) difficulty with note taking in class, and 5) trouble learning a foreign language. many learners withdyslexia have the followingcharacteristics that may impact ontheir learning, though not all dyslexiclearners will have all thesecharacteristics (department for education and skills, 2003): 1) difficulties in organizing work; 2) a poor sense of the passage of time,mixing up dates and times andmissing appointments, 3) directional confusions, getting losteasily and having problems usingmaps or finding the way to a new place, 4) difficulty in achieving automaticitywhen they have to do more thanone thing at a time, as in taking notes, 5) difficulty in carrying outinstructions, copying from theboard and remembering what hasjust been read or said, takingmessages, remembering phonenumbers and dialing numbers accurately, 6) poor motor control, resulting indifficulties in controlling a pen, 7) difficulties in recognizing, orconfusion between, letters orfamiliar words when reading orremembering the visual image ofwords, signs, or symbols, 8) mispronunciations caused bydifficulties in discriminating between sounds, 9) difficulties in reading text causedby visual distortions, and 10) problems with sequencing such aswith 196 | english franca, vol. 2, no. 2, 2018 instructions or sequences ofnumbers or letters and difficultiesusing dictionaries, encyclopediasand directories. how can i help my students with dyslexia? teacher is one important people that can help the children with dyslexia. the children can get the good way in teaching reading to solve their problem in dyslexia. torgeson, foorman, & wagner (2009) state that school instruction to prevent of reading a difficulty in students with dyslexia is response to intervention (rti). this instruction has three important elements: 1) classroom teachers that provide high quality initial instruction along with small group instruction that is differentiated according to student needs; 2) reliable screening and progress monitoring tests to identify students falling behind in reading growth; and 3) interventions for struggling readers that are sufficiently powerful to accelerate their reading development toward grade level standards. bienge (2011) states that some tasks that we use regularly in class can act as triggers for behavioral problems and can help us to identify if a student has a learning difficulty such as: 1) asking students to read aloud in class, 2) silent reading, 3) locating info in a dense text, 4) asking for verbal answers, 5) dictating notes, 6) extended periods of listening, 7) time limits on tasks, 8) lots of copying or writing at length, and 9) requiring students to work alone. in relation to dyslexia, schools should work to promote the underpinning principles of effective special educational needs (sen) policy, provision and practice. these focus on: raising attainment, equality of opportunity, early intervention, working in partnership with parents / careers, inclusive education (that is, enabling all children as far as possible, to learn, together, in ordinary schools with appropriate support), overcoming barriers to learning, and a coherent support framework for school staff (devon county council, 2011). eka apriani & dadan supardan: language learning disabilities: how can i help my students with dyslexia?|197 there are some following strategies to help the students with dyslexia (national centre for learning disabilities): 1)expose your child to early oral reading, 2) have your child practice reading different kinds of texts, 3) include multi-sensory, 3) structured language instruction, 4) seek modifications in the classroom, 5) use books on tape and assistive technology, and 6) get help with the emotional issues that arise from struggling to overcome academic difficulties. these strategy are believed can help the students with dyslexia. conclusion from the explanation above, it can be concluded that: 1) dyslexia is a mild hereditary neurological disorder which manifest itself as a persistent difficulty in learning to read in children with otherwise normal intellectual functioning and educational opportunities; 2) there are two crucial factors of dyslexia causes: neurological and cognitive factor; 3) the characteristics of children with dyslexia divided into two stages: early childhood (preschool or kindergarten, grade 1-3, and grade 4-8) and middle childhood with dyslexia(high school, college, and adult); and 4) teacher has important role in teaching for the students with reading disabilitiesand difficulties (dyslexia). teacher can guide the student in learning, give them an interesting activities by using good strategy. references alyousef, h. 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(2007). dyslexia: a brief for educators, parents, and legislators in florida. retrieved http://www.ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia http://www.ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia http://pediatrics.uchicago.edu/chiefs/dbp/documents/reading%20pdf/dyslexia.peterson.pdf http://pediatrics.uchicago.edu/chiefs/dbp/documents/reading%20pdf/dyslexia.peterson.pdf http://pediatrics.uchicago.edu/chiefs/dbp/documents/reading%20pdf/dyslexia.peterson.pdf http://www.lscp.net/persons/ramus/docs/tins04.pdf http://www.ldonline.org/article/19296/ http://www.education.gov.sk.ca/reading-difficulties-disabilities http://www.mydoctor.ca/documents/users/3428/8466.pdf http://doe.sd.gov/oess/documents/sped_dyslexiaguide.pdf https://uwadmnweb.uwyo.edu/wyo4h/inclusive/dyslexia.pdf 200 | english franca, vol. 2, no. 2, 2018 fromhttp://www.fcrr.org/technicalreports/dyslexia_technical_as sistance_paper-final.pdf. http://www.fcrr.org/technicalreports/dyslexia_technical_assistance_paper-final.pdf http://www.fcrr.org/technicalreports/dyslexia_technical_assistance_paper-final.pdf english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5624 the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension riswanto universitas islam negeri fatmawati sukarno bengkulu riswanto@iainbengkulu.ac.id zelvia liska afriani universitas islam negeri fatmawati sukarno bengkulu zelvia@iainbengkulu.ac.id vesi putri adini universitas islam negeri fatmawati sukarno bengkulu vesiputriadini@gmail.com abstract this study set out to find out whether the auditory, intellectual, and repetition (air) model had any effect on how well readers understood the explanation text when they were reading. the research approach used in this study was quasi-experimental. the purposive sampling sample for this study at sman 8 south bengkulu included 48 students, 24 in the experimental class (xi ips 2) and 24 in the control class (xi ips 1). the therapy was delivered using the auditory, intellectual, and repetition (air) model in the experimental group but not in the control group. the researchers employ the pre-test and posttest to collect data from individuals. during the post-test of each class, experiment, and control class, the researchers administered four treatments. the study's instrument consisted of 20 trustworthy multiple-choice questions. the t-test is used to compare pre-and posttest results. the result of this research is first, in control class has a mean score of 40.83 and the experiment class has 37.29. based on the post-test, the mean score for the experiment class is 81.25, whereas the mailto:riswanto@iainbengkulu.ac.id mailto:zelvia@iainbengkulu.ac.id mailto:vesiputriadini@gmail.com 430 | english franca, vol. 6, no. 2, 2022 score for the control class is 70.42. second, the significant value (2tailed) for the independent t-test sample score is 0.000 0.05. or, to put it another way, ho was turned away while ha was welcomed. in a nutshell, teaching reading to 11th graders the auditory, intellectual, and repetition (air) model can be extremely beneficial. keywords: reading comprehension, air model, explanation text introduction reading is a language skill that everyone should be able to use, and it has a big impact on people who want to learn new things. reading can offer a wealth of information, knowledge, and skill in addition to a clearer explanation. reading is a process that helps people comprehend what is written, and it requires focusing on important issues that are related to the reading's information because not all of the words are significant enough to be recalled and comprehended (fitri & gani, 2020). reading is the process of getting information from written texts, from the author to the reader. reading includes more than simply being able to read words properly, pronounce written words correctly, and grasp the meaning of single words. reading, according to harmer (2007), requires both thought and emotion. reading is more than just looking at and uttering words; it also entails understanding all aspects of the text (muslaini, 2017). in senior high school, there are several required english texts, one of which is an explanation text in the eleventh grade. according to aprianti, et al (2018), explanation text is a kind of text which explain the phenomenon in the world. so, the explanation text objective is to tell how and why a phenomenon behaves in a particular manner or why a particular event occurs. to encourage students to learn reading comprehension in explanation texts, a motivating and effective teaching strategy is necessary. teachers must improve the learning process to raise educational standards. to design and execute learning activities that improve student learning outcomes, the benefits and drawbacks of students should be analyzed using learning outcome evaluations. one of the learning models that may be employed is the air model. air is a learning strategy that focuses on three key areas: repetition learning, riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 431 which involves learning to succeed, auditory learning, which involves listening, and intellectual learning, which involves thinking. there are some previous studies regarding the auditory, intellectual, and repetition (air) models. first, fitri & gani (2020) with the title “differences in reading comprehension text reading skills by using auditory, intellectually, repetition (air) and brainstorming learning models in terms of students' reading interest, there was a significant interaction between the learning model and students' interest in reading and their reading ability on comprehension text as a result”. second, sagita (2018) “the effectiveness of applying auditory, intellectually, and repetition (air) learning model in improving the students’ learning outcomes on listening procedural text”, as a result, teaching employing the auditory, intellectual, and repetition (air) learning paradigm can improve students' listening learning results. the last, there is pramaisheila (2020), with the title “the implementation of auditory intellectually repetition in listening activities in eighth grade students of smpn 1 jumantono”, with this approach, students experience greater happiness, enthusiasm, and interest in listening activities. additionally, psychological factors such as anxiety, attitude, aptitude, and motivation have an impact on how engaged the students are in listening activities. as mentioned above, researchers are interested in learning more about how the auditory, intellectual, and repetition (air) model affects students' reading comprehension in sman 8 south bengkulu's eleventh grade. the researchers chose to conduct this study because the previous study just used the air model in teaching listening and trying to compare air model to the brainstorming model so the researchers wanted to make sure whether air model has any effect on reading comprehension. literature review reading comprehension reading comprehension is an intriguing process in which both the reader and the author interact with the text. furthermore, comprehension is not a by-product of reading. in reality, evaluation 432 | english franca, vol. 6, no. 2, 2022 happens before, during, and after reading. the act of reading is affected by the reader's skills, knowledge, experiences, and abilities. according to febriani (2015), the core of the reading process is reading comprehension. the reader uses existing information, skills, and tactics to comprehend the meaning. reading becomes a talent that must be mastered to catch the author's message while reading a text. according to pang et al. (2003), comprehension is the act of deriving meaning from a body of related text. as well as reasoning and thinking skills, it also includes vocabulary knowledge. since it is not passive, comprehension is an active process. the use of prior knowledge is another aspect of this engaged participation. to convey ideas, concepts, and opinions, it is necessary to infer meaning from the expressions and words of the writer. nurdiana & amelia (2017) described that reading comprehension skill is in extracting meaning and generating it into interaction. the concepts of "extracting" and "constructing" are used to highlight both the importance of the text and how little it reveals about a reader's reading proficiency. furthermore, reading comprehension skills is that has to be achieved by the reader to improve their level of reading. so that, the readers can extract and generate the meaning of the text. skills in reading comprehension for students to improve their reading skills, they must read frequently and employ specialized techniques. scanning, reading carefully, and reading extensively are the four fundamental reading styles. skimming. according to beale (2013), skimming entails looking for the key points. when a person is more concerned with finding the most important ideas and details than with fully understanding the text, they use skimming. scanning. scanning is a skill that reads a text quickly and directly focuses on what the reader search for. for example, place, name, number, colors, and the sign of words (beale, 2013). intensive reading. by carefully examining reading texts, students can develop a better understanding of linguistic features and command over their reading strategies. it is best to read intensively with students riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 433 and teachers to fully understand the content. extensive reading. day and bamford (2004) stated that extensive reading is a method of reading instruction in which students read a variety of texts in a foreign language at their reading level; they read for broad, all-encompassing meaning and information as well as for enjoyment. explanation text sman 8 south bengkulu has begun using the 2013 curriculum. writing and understanding an explanation text are two skills that students need to have mastered by the time they reach grade xi. a text that explains how a natural phenomenon, social phenomenon, or cultural phenomenon occurs or is created. this text serves as an explanation for a procedure or a natural occurrence. examples include the precipitation cycle, floods occurrence, landslides cycle, and others. explaining "why" and "how" events happen is the purpose of the explanation text. history, geography, and science textbooks are typically where you can find the communicative intent, rhetorical organization, and grammatical patterns of the explanation text. students may benefit from its assistance when writing explanatory texts (aritonang, 2018). reading comprehension in explanation text according to tanskerley (2003), three factors influence reading comprehension. the reader's comprehension of the text's linguistic structures comes first. the second component is the reader's ability to exercise metacognitive control over the stuff they are reading. this implies that while reading the content, the reader may keep track of and analyze his or her level of comprehension. the reader's familiarity with the subject and language is the third and most important component of comprehension. according to brown (2004), “some reading-related elements are also used to evaluate students' understanding of the texts they are reading. the main idea, the expression/idiom/in context, the inference, the grammatical elements, the detail, the exclusion of unwritten facts, the supporting idea, and the language used within the context of the essay are some of these elements”. according to aprianti, et al (2018), an explanation text is a kind of text which explain a phenomenon in the world. so, the explanation text objective is to tell how and why a phenomenon behaves in a 434 | english franca, vol. 6, no. 2, 2022 particular manner or why a particular event occurs. the process of comprehending explanatory writings that teach readers about the existence or evolution of natural, social, or cultural events is known as reading comprehension. this knowledge includes the main idea, any supplementary ideas, expressions, idioms, inferences, and grammatical elements. details, unwritten information, and context-specific vocabulary are not included. auditory, intellectual, repetition (air) learning model three aspects become the focus of the air model, namely auditory (listening), intellectual (thinking), and repetition learning. three components make up the training model known as air (auditory, intellectual, and repetition). before expressing their opinions, students must develop their listening skills (auditory). students are next taught to think critically about issues (intellectual), and ultimately to recall what they have already learned (repetition), making them more engaged and inventive. the teaching and learning processes benefit more from air. it will inspire students to think creatively, get learners involved, and create productive learning environments. to sum up, the air model is a method of instruction that prioritizes the needs of each student. it promotes problem-solving skills, creativity, risk-taking, and critical thinking, as well as the ability to apply knowledge to novel situations. it aims to support students in developing their understanding of the material they need to learn, their capacity for group work, their communication skills, their ability to assert and defend opinions with reasoned arguments, and their ability to process information more quickly. on the other hand, air model, according to sitohang et al. (2018), is a learning model which focuses on student's activity in a group or alone to create their knowledge. teachers must first create a conducive and enjoyable learning environment for students to increase their capacity for creative thought. the air model is one of the teaching paradigms that can be applied to help students develop their capacity for original thought. according to hobri et al (2021), the air model riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 435 concentrated on three elements: auditory, intellectual, and repetition. auditory learning refers to the activities that students engage in such as speaking, listening, presenting, debating, expressing ideas, and responding. the ability to think critically, and to develop and apply ideas, is taught to students. repetition is repetition, but when it comes to teaching children through homework or tests, it's intensified repetition. giving homework and assessments to students will improve their problem-solving abilities and sense of accountability. procedures of air model huda m. (2017) lists the following procedures as part of the air learning model: (a) groups of four to five students each are formed from the class, (b) students can listen and focus more on what the teacher is saying, (3) following a discussion, each group records their agreement and presents their findings to the class (auditory), (4) students point out issues or problems with the topic as the discussion progresses, (5) (7) following the lecture, students are assigned a task or exam to complete to review the material research methodology quasi-experimental is used in this research. the researchers used a non-equivalent control group design. two groups that were not randomly chosen for this study were given a pre-test to determine whether the experimental group and control group had different starting conditions (ibrahim et al., 2018). in contrast to the control group, which employed a traditional technique for educating and learning, the experimental group uses the auditory, intellectual, and repetition (air) model. before the therapy began, the researchers offered a pre-test to each group to establish how prepared the students were. following the intervention, both groups of students were given a post-test to assess their reading comprehension skills. the focus of this study's investigation will depend on two factors. while the other two are independent, one of them is dependent. reading comprehension served as the study's dependent variable, while the auditory, intellectual, and repetition (air) model served as its independent variable. 436 | english franca, vol. 6, no. 2, 2022 all of the sman 8 south bengkulu students in the eleventh grade made up the population of this study, which was selected through purposive sampling. purposive sampling, according to winarni (2018), is a sampling technique that takes particular factors into account. there were 124 students in the eleventh grade overall, split among 5 classes. in this study, xi ips 2 was used as the experiment class and xi ips 1 was used as the control class. there were 24 students in each class. this study's data is gathered via pre-and post-tests. the researchers used multiple-choice assessments to measure students' understanding of explanatory materials. a multiple-choice exam with 20 items was administered. each question item had five answers (a, b, c, d, and e). students were told to pick the appropriate replies to the questions on their answer papers. it assesses kids' reading comprehension. the process of doing data analysis includes locating and gathering information from the test (pre-test and post-test). the data is analyzed and computed once it has been collected. clear, concise information reduction is the goal of data analysis. data analysis for this study was done using the t-test. data from the pre-and post-tests were gathered, and spss statistics 26 was used to analyze the results. results and discussion before proceeding with further analysis, the data should be subjected to a normality test to determine if they are normal, the data may be normally distributed if the probability is larger than 0.05. the kolmogorov-smirnov test was employed to determine normality in this study. both the experimental and control pre-test classes showed significant probability values (sig) of p>0,05 after the test. in contrast to the control class, which had a sig of 0.200>0,05, the experimental class had a sig of 0.186. however, both the experimental and control classes had significant probability (sig) p>0,05 in the post-test findings. the sig for the control class was 0.200>0,05, whereas the sig for the experiment class was 0.159>0,05. as a result, the results of pre-and post-tests for the control and experimental classes were distributed consistently. statistical analysis was used to put the notion to the test. the t-test was riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 437 used for both the paired sample t-test and the independent sample ttest. the experimental and control groups' increases in reading comprehension were compared before and after the intervention to identify any statistically significant differences. the independent sample t-test was used to compare the improvement in students' reading comprehension between the experimental and control groups to see if there were any statistically significant differences. paired sample t-test in control class the researcher compared the mean scores of pre-test and posttest students in both courses using a sample t-test in pairs. this is done to compare or do research on the average values of two related groups. here are the outcomes: table 1. the result of paired samples statistics pre-test in the control class mean n std . de viation std. error mean p air 1 students reading comprehension (controlposttest) 7 0.42 2 4 8.9 58 1.829 students' reading comprehension (control-pretest) 4 0.83 2 4 23. 063 4.708 the researchers could explain the before and post-test of students' reading comprehension from the table. students' reading comprehension averaged 70.42 on the control-post-test and an 8.958 standard deviation, compared to 40.83 on the control-pre-test and a standard deviation of 23.063. given all of the data, it was able to 438 | english franca, vol. 6, no. 2, 2022 determine that the mean scores for the pre-test and post-test were both noticeably higher than the pre-test. the following table is another: table 2. paired samples test in the control class pair 1 students reading comprehension (controlposttest) students reading comprehension (controlpretest) paired differences mean l owe r 29.583 std. deviation 16.934 std. error mean 3.457 95% confidence interval of the difference 22.433 u r 36.734 t 8.558 df 23 sig. (2-tailed) .000 when comparing the reading comprehension scores of students on the control-pre and post-tests, paired samples t-difference tests are used to measure the results. a paired sample t-test was used to analyze the results of the reading comprehension tests administered to the experimental and control groups. the p-value is 0.000, the t-table is 2.069, and the t-count is 8.558, which the researchers could use to explain the results of the paired sample t-test from the table above. as a result, these findings show the mean difference in reading comprehension scores between the controlposttest and control-pretest for the experiment class. table 3. paired samples statistics in experiment class mean n std. deviation std. error mean riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 439 pair 1 students reading comprehension (experiment posttest) 81.25 24 7.409 1.512 students reading comprehension (experiment pretest) 37.29 24 19.166 3.912 the pre-test mean for the experiment, as shown in the table above, was 37.29, and the post-test result was 81.25. additionally, the pre-standard test's deviation was 17166, and the post-war test was 7.409. given all of the data, it was reasonable to conclude that both the pre-test and post-test mean scores were considerably higher than the pre-test. the following table is another: table 4. paired samples test in experiment class fair 1 students reading comprehension (experiment-posttest) students reading comprehension (experiment-pretest) paired differences mean lowe r 43.958 std. deviation 16.745 std. error mean 3.418 95% confidence interval of the difference 36.888 u pper r 51.029 t 12.861 df 23 sig. (2-tailed) .000 t-difference for paired samples when comparing student reading comprehension on the experiment's pre-and post-tests, tests are used to measure the results of the mean test. the results of the experiment group's reading comprehension test were handled using a paired sample t-test. 440 | english franca, vol. 6, no. 2, 2022 the paired samples t-test (t-count) test has a value of 12.861 and the t-table has a value of 2.069 with a p-value of 0.000, according to the table. because t-count > t-table or p0.05 was discovered, students' reading comprehension on the experiment-posttest varied from students' reading comprehension on the student test by an average amount. independent sample test table 5. group statistics control and experiment class group n mean std. deviation std. error mean students reading comprehension n experime nt nt 24 81.25 7.409 1.512 control 24 70.42 8.958 1.829 from the table above the researchers describe that the score of students' reading comprehension in the experiment class has 81.29 in men and 7.409 in standard deviation score. meanwhile, the control class has a 70.42 mean and 8.598 standard deviation score. table 6. independent samples test control and experiment class students reading comprehension equal variances assumed equal variances not assumed levene's test for equality of variances f .844 sig. .363 t-test for equality of means t 4.565 4.565 df 46 44.435 sig. (2-tailed) .000 .000 mean difference 10.833 10.833 riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 441 std. error difference 2.373 2.373 95% confidence interval of the difference lowe r 6.057 6.052 upper r 15.610 15.614 the information in the table above demonstrates how the experimental and control groups, the reading comprehension of kids varied. the t-test for independent samples was used. which resulted in normally distributed reading comprehension data for both the experiment and the control group. the independent samples t-test table indicates that the p-value is 0.000 and the t-table and t-count scores are 2.014 and 4.565, respectively. the score of p0.05 revealed the difference in reading comprehension between students in the experiment and control groups. as a result, the air model has a considerable influence on pupils' reading comprehension in sman 8 south bengkulu. it denotes that h0 is disapproved while h1 is accepted. discussion the purpose of this study is to find out how the air model (auditory, intellectual, and repetition) affects students' reading comprehension. the research was done with sman 8 south bengkulu students in the eleventh grade. the study's findings revealed that there were 24 students enrolled in the eleventh grade. the study used 24 samples from an experimental group class of sman 8 south bengkulu students who were in the eleventh grade. the experimental group’s students took pre-tests to measure their starting points in learning, after which they were treated using the air model. the student's performance on the post-test was evaluated. there are two tests to check students' reading comprehension, the first is a pre-test conducted before the air model applying. the second is the post-test, post-test conducted after the air model application. 442 | english franca, vol. 6, no. 2, 2022 the findings from the control group's preand post-tests before and after using the conventional strategy were presented. pre-test results for the control group showed an average score (mean) of 40.83 for reading comprehension, while post-test results showed an average score (mean) of 70.42 for reading comprehension. besides, the students' average reading score or mean on the post-test of the experiment group is 81.25. but in the pre-test students got 37.29. these scores are collected before and after conducting the air model in reading comprehension class. based on the independent sample test, air model learning significantly enhances reading proficiency. from the sample test, the researchers got the average score of each class, namely the pre-test score of the experimental class was 37.29 and the control class was 40.83, it can be said that the two classes have roughly equal levels of learning aptitude. in contrast, the score of the control class changed after the treatment from 40.83 to 70.42, and the score experimental class was 37.29 to 81.25. according to the findings, the air model has a considerable influence on students' reading comprehension in junior high school 8 south bengkulu's eleventh-grade class. it signifies that the researchers' hypothesis h0 has been rejected, but h1 has been accepted. the findings of this study are consistent with rati sagita's (2018) study titled “the effectiveness of applying auditory, intellectually, and repetition (air) learning model in improving the students’ learning outcomes on listening procedural text”. the researcher came to the conclusion in her study for sma pab 4 sampali that the auditory, intellectual, and repetition (air) learning model can aid students in learning listening skills more effectively. students' scores improved between cycle i and cycle ii, between meetings 1 and 2, and between meetings 3 and 4. the typical score for students in cycle ii was 86,34, which was higher than the typical score for students in cycle i (72,68) and cycle i students (48,04). students may learn procedural text more efficiently by utilizing air model learning. another study was conducted by galuh pramaisheila (2020) namely entitled, "the implementation of auditory intellectually riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 443 repetition in listening activities in eighth grade students of smpn 1 jumantono in the academic year of 2020/2021." four different claims made by the researcher serve as evidence. the sixth proposition is supported by 58 percent of the student body. this shows that they believe auditory, intellectual, and repetitive methods are effective for teaching and listening. furthermore, regarding claim 7, 43.8% of the student body agrees with it. this leads to the conclusion that when listening exercises are conducted using the auditory-intelligentrepetition approach, students are exposed to a learning environment that is conducive to active learning. for statement number 9, the remaining respondents (45.3%) chose the neutral option. this shows that students do not understand the differences between learning using strategies like 68 auditory intellectual repetition, and learning using other methods. in answer to the eleventh claim, 42.2 percent of students say the auditory-intelligent-repetition approach helps them focus while learning to listen. the auditory-intellectual-repetition paradigm was shown to be successful for both in-person and online listening activities, according to the study. furthermore, the auditory intellectual repetition approach is extremely beneficial to teachers when it comes to listening activities; teachers benefit greatly from using the model. the researcher found that by applying the auditory, intellectual, and repetition (air) students' reading comprehension improved significantly as a result of the model. the act of reading involves a dialogue between the reader and the text. to extract the most crucial information, readers automatically engage with the text. it may be simpler for readers to comprehend what they are reading if they read with focus. students must use a learning model that interests them to fully learn text reading comprehension and form the habit of reading. understanding the author's meaning as it is expressed in the text is the goal of reading. conclusion based on the research conducted by the researchers, showed that the experiment class has a significant impact in applying air model to reading comprehension. students learning outcomes improved in the 444 | english franca, vol. 6, no. 2, 2022 experimental class significantly more frequently than they did in the control group. 37.29 pre-test score to 81.25 post-test. pre-test scores for the control class ranged from 40.83 to 70.82 on average. the table indicates that, with a p-value of 0.000, the independent samples t-test value (t-count) is 4.565 and the t-table value is 2.014. reading comprehension among students (in the experiment) and students generally are said to differ significantly when the average difference between the two is 0.05. (control). according to the researcher's accepted hypothesis h1 and rejected hypothesis h0, the auditory, intellectual, and repetition (air) model appears to have had a significant effect on students' reading comprehension at the eleventh-grade level of sman 8 south bengkulu. references aprianti, d., saun, s., & fatimah, s. (2018). journal of english language teaching the grade xii students’ ability in writing an explanation text as found at sma n 1 kecamatan payakumbuh. journal of english language teaching, 7(1), 14–16. http://ejournal.unp.ac.id/index.php/jelt. aritonang m s. (2018). the effect of visual media on students’ writing explanation text ability at eleventh grade sma negeri 1 siabu 2017/2018 academic year. jurnal liner,institut pendidikan tapanuli selatan, 1(3). bamford, j., & day, r. r. (eds.). (2004). extensive reading activities for teaching language. cambridge university press. beale, a. m. 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(2007). the practice of english language teaching (vol. 4). hobri, h., sahnawi, s., susanto, s., & zr ridlo, z. r. (2021). the impact of implementing auditory intellectually repetition (air) learning model based on learning community for students’ creative thinking skills. journal of physics: conference series. ibrahim a, alang a h, madi, baharuddin, ahmad m a, & darmawati. (2018). metodologi penelitian (ismail ilyas, ed.; 1st ed., vol. 1). gunadarma ilmu. muslaini. (2017). strategies for teaching reading comprehension strategies for teaching reading comprehension. english education journal, 8(1), 67–68. nurdiana, & amelia r. (2017). interpretive reading. kreasi edukasi. pang, e. s., muaka, a., bernhardt, e. b., & kamil, m. l. (2003). teaching reading. http://www.curtin.edu.au/curtin/dept/smec/iae. pramaisheila, g. (2020). the implementation of auditory intellectually repetition in listening activities in eighth grade students of smpn 1 jumantono. english language education. cultures and languages faculty. the state islamic institute of surakarta. razali khairil, & razali irhami. (2013). strategies in improving reading comprehension through vocabulary acquisition. englisia, 1(1). sagita, r. (2018). the effectiveness of applying auditory, intellectually, and repetition (air) learning model in improving the students’ learning outcomes on listening procedural text. faculty of teachers training and education. university of muhammadiyah sumatera utara. tankersley, k. (2003). the threads of reading: strategies for literacy development. ascd. winarni, e. w. (2018). penelitian kuantittatif kualitatif : penelitian tindakan kelas (ptk) research and development (r&d) (1st ed., vol. 4). bumi aksara. http://www.curtin.edu.au/curtin/dept/smec/iae english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5452 english teachers' perception of implementing projectbased learning in secondary schools utari dwi sartika university of bengkulu utaridwisartika1011@gmail.com syafryadin university of bengkulu syafryadin@unib.ac.id azwandi university of bengkulu azwandi22@gmail.com abstract this study is aimed to investigate english teachers' perceptions about the implementation of project-based learning and to analyze the challenges faced by english teachers in implementing project-based learning in secondary schools of bengkulu city. the subjects of the research were 14 senior high school english teachers and 16 junior high school english teachers. all teachers who have implemented project-based learning in their classes participated in this study. this research employed an explanatory sequential mixed method research. this research used a questionnaire in the first phase for gathering quantitative data. then, the researcher interviewed six english teachers in collecting qualitative data. it was to analyze the challenges of implementing project-based learning in english classrooms. the results show that the english teachers' had a positive perception of the implementation of project-based learning. if teachers have a positive perception, they are willing to implement project-based learning easily. still, it requires the teachers' readiness to plan and control the time so that english learning can be done well and students can achieve english competency knowledge. for the challenges, mailto:utaridwisartika1011@gmail.com mailto:syafryadin@unib.ac.id mailto:azwandi22@gmail.com 468 | english franca, vol. 6, no. 2, 2022 english teachers' suggested that 1) the teachers' lack of knowledge of project-based learning implementation, 2) inadequate time in using project-based learning, and 3) the situation of the pandemic has caused the implementation of project-based learning to be ineffective. further studies are expected to seek possible solutions regarding the challenges faced by english teachers in implementing project-based learning. keywords: perception, project-based learning, secondary schools introduction in indonesia, english instruction in primary and secondary schools is based on the 2013 curriculum, which is sponsored by the government and emphasizes students' character and skills. it demands active participation in acquiring and mastering four language abilities, namely listening, speaking, reading, and writing, which are all interwoven in language learning. curriculum 2013 strives to build an effective and meaningful teaching and learning process, necessitating consideration of several criteria and particular aspects. it stresses teachers' strategies and learning approaches initially. second, education should be democratic, open, coherent, and student-centered, emphasizing participation. third, the teaching and learning procedures are student-centered and contextualized to promote the development of the three qualities specified for each grade level (kemendikbud, 2012). to promote student learning in the 2013 curriculum, teachers should implement learning strategies such as discovery learning, problem-based learning, and project-based learning. considering the current state and growth of society, as well as the characteristics of students, these learning models are deemed appropriate and successful for implementing curriculum 2013. these models were also taught to teachers at diklat kurikulum 2013 in a systematic manner (mulyasa, 2014). curriculum 2013 suggests project-based learning as one of several learning approaches. this concept was initially promoted by john dewey, who advocated "learning by doing." patton (2012) described project-based learning as an instructional technique that enables students to plan, design, and conduct activities to create, publish, and exhibit a product. project-based learning aims to make english acquisition comparable to learning so that learning is more natural and utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 469 engaging and students are motivated to acquire english (sutomo, sarosa, & asrori, 2016). it is a learning strategy centered on complex projects involving activities based on challenging issues or obstacles. students participate in exploration, interpretation, and synthesis to achieve the learning objectives in the pjblbased teaching and learning process. using project-based learning, also known as integrative learning, the english teacher blends the four english skills (listening, speaking, reading, and writing) and develops indicators for each skill (nurkamto, 2012). moreover, teacher participation in project-based learning is essential. they are required to assume the position of facilitator. teachers should be able to advise or assist students in deciding what they already know, what they need to learn, and where they may obtain crucial information so that students understand what and why they need to study (bilgin, 2009). teachers can evaluate the teaching and learning process facilitated by project-based learning by gaining knowledge of their perceptions regarding its execution. the relevance of instructors' perspectives was highlighted by rosyida, stkip, and pringsewu (2016). she stated that teachers are among the most important educational people because they are on the front lines of education, are extensively involved in various teaching and learning activities, and are the major implementers of educational concepts and theories. additionally, instructors' classroom activities are influenced by their views. the method by which teachers provide corrective feedback on students' english ability is significantly influenced by their perspectives, knowledge, attitudes, and teaching experience (sujarwati, saleh, rukmini, & fitriati, 2019). however, in real practice, teachers had problems using project-based learning in efl classrooms. teachers found difficulties during implementation, such as the fact that pjbl takes a long time, while others worried to interrupt the learning process. in terms of assessment, teachers often have difficulty conducting authentic assessments of the learning process and results. while, project-based learning can help students develop their ability to integrate the attainment of competence in the areas of attitude, knowledge, and skills, it requires teachers to be prepared to plan and manage their time effectively so that 470 | english franca, vol. 6, no. 2, 2022 learning can occur effectively and students can acquire knowledge and understanding competency (trisdiono, 2014). several previous studies have shown that project-based learning positively affects the teaching and learning process. however, many educators consider that adopting pjbl still faces several challenges. among these is a study by guntur and retnawati (2020). this study revealed that respondents have positive perceptions of project-based learning; however, most of them lack knowledge and experience with it; consequently, they will encounter obstacles in implementing it, and there is a need for additional research on the topic. second, novitasari, wiyanarti, and jupri (2021) found that the pjbl method may assist students in developing a greater feeling of responsibility, such as being serious, engaged, and enthusiastic about the learning process. ahsin (2020) demonstrated that students taught using pbl-based vlogs had higher speaking ability scores than those taught using conventional techniques. meanwhile, cintang, setiowati, and handayani (2018) discovered that most teachers, even professional ones, would face challenges and impediments when trying to integrate project-based learning. however, competent teachers have other ways of overcoming the difficulties, enabling project-based learning to continue. aldabbuss (2018) observed that many schools lacked the essential infrastructure and could not employ pjbl due to various challenges, including a lack of time, noise, and financial support. based on the background and problems, the researcher concluded that project-based learning is the most appropriate teaching method suggested in curriculum 2013. it consists of effective methods and integrated processes that assist secondary school students in overcoming their english-learning difficulties. however, teachers continue to face obstacles while using these strategies. teachers may evaluate the teaching and learning process facilitated by project-based learning by gaining knowledge of their perceptions about its implementation. therefore, this study aimed to investigate teachers' perceptions and challenges in implementing project-based learning, particularly in the english subject. utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 471 theoretical framework teachers’ perception perception is essential to our lives because it enables us to comprehend the many activities in our environment. according to robbins (2003), perception is the process through which people organize and interpret sensory experiences to give meaning to their environment. in addition, according to slameto (2003), the human perception process continuously transmits signals or data to the human brain. following this, mulyana (2007) said that perception is an internal process that helps us to choose, organize, and interpret external information, which may influence our behavior. perception is how people acquire and evaluate environmental information that might influence their behavior. walgito (2011) has defined three perceptual phases; the first is the physical process, in which the individual receives various external stimuli. however, not all of them are analyzed or elicit a response. second, the physiological process through which people choose or filter incoming inputs (selection). some elements, such as experience, motivation, iq, etc., influence the psychological process by which the individual organizes the information to make meaning. he is thus aware and responsive to the input. two factors impact stimulus selection, which influences a person's perception. the first is due to internal psychological factors. it involves background, experience, personality, general attitude and belief, and self-acceptance. the second stimulus is an external factor. they are considered major stimuli selection influences. these components include intensity, size, contrast, movement, repetition, familiarity, and novelty. project-based learning john dewey introduced pbl in the early 1900s, promoting the essential premise of "learning by doing," which embodied constructivism's learning theory. constructivism is an ideology that believes students may create their understanding and knowledge by addressing real-world issues based on their life experiences. (suhendi & purwarno, 2018) thus, experience is the foundation for the development of knowledge. therefore, when students find something new throughout the learning process, they should relate it to their earlier concepts and experiences to create a more meaningful experience. project-based learning 472 | english franca, vol. 6, no. 2, 2022 (pjbl) is a student-centered approach in which students acquire information by participating in problem-solving activities throughout their studies (jumaat et al., 2017). students collaborate and accept their responsibilities as team members when pbl is used in the classroom. moreover, children connect what they are learning and events outside school. the objectives of pjbl are to help students build adaptive knowledge, effective problem-solving abilities, self-directed learning, successful collaboration, and self-efficacy. project-based learning may assist students in building critical thinking abilities and boost their self-confidence while learning english as a foreign language. project-based learning has three strengths, according to kethrine, gonzalez, molina, and cardona (2017): motivation, communicative competence, and oral communication. it may motivate students to study english. pbl is fun for students and teachers since it enhances motivation and participation in the learning process for all parties involved. markham (2003) provides the following reasons for the advantages of using pbl in teaching and learning activities: (1) improving academic performance. project-based learning gives students practical experience with the subject matter they are studying. students may make connections between the project's deep knowledge and the subject of their study. (2) increasing independent learning. as project-based learning allows students to study at their own pace, it also allows them to choose and establish their own learning goals. they develop knowledge of the issue by completing self-directed goals and assuming more responsibility for the learning process. (3) acquiring essential life skills through a project, students engage in various tasks that may include fieldwork, speaking directly with an expert, completing different observations, and gathering materials for the project. (4) promoting higher-order thinking. students have the chance to evaluate and interpret data and engage in other cognitive processes that lead to profound knowledge, which is one of the primary advantages of pbl. (5) enhancing motivation as students choose their projects and establish their own goals, they will see that their effort is essential to answering the issue, resolving the problem, or benefiting the community. they are directly engaged in the project and are exposed to hard work activity. utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 473 teachers’ perception of project-based learning implementation teachers have different understandings of project-based learning due to differences in experience, teaching subjects, and other factors. according to empirical investigations of teachers' perceptions of pjbl, teachers have positive pedagogical perspectives toward project-based learning (tamim & grant, 2013). teachers consider pbl a studentcentered strategy that promotes independent study (baysura, altun & toy, 2016). pbl demands self-regulation, enabling students to decide on the subject, identify their materials, and work independently at their speed, considering their interests and needs (ravitz, hixson, english, & mergendoller, 2012). teachers also understand their role as facilitators or supervisors, guiding and scaffolding students via teacher-student interactions, leading questions, peer counseling, and practice worksheets (grant, 2002; thomas & mergendoller, 2000). according to project-based learning instructors, the issue of classroom management varies greatly from other conventional teaching methods such as lectures, discussion, and seatwork. teachers do not apply teacher-centered techniques, convey material, or perform activities during project-based learning. students work in small groups by themselves most of the time. some teachers claim to feel more like their peers than classroom supervisors. teachers also perceive project-based learning as an authentic learning technique that requires students to make real end products (artifacts, presentations, or models) (grant, 2002). according to baysura et al. (2016) and tamim and grant (2013), the main motivator in pbl is the creation of the final product, which compels students to acquire skills and a better grasp of the subject matter to create the artifact. when their projects are complete, students and professionals can present them to real audiences (yam & rossini, 2010). moreover, according to beneke and ostrosky (2009), teachers perceive pbl as a chance for students to produce something big and valuable for the world. teachers distinguish pbl from other teaching methodologies in terms of assessment. pbl encourages teachers to use continuous assessment, considered an ongoing process of evaluation from the beginning to the completion of pbl, to show the high quality of the final result (hugerat, 2016). teachers adopting a project-based learning monitoring strategy oversee student progress throughout all project stages and provide timely, pertinent feedback (thomas & mergendoller, 2000). in addition, teachers use criteria-based evaluation, which is suitable for pbl since it enables them to provide students with clear goals 474 | english franca, vol. 6, no. 2, 2022 and expectations about project needs (grant, 2011, as cited in tamim & grant, 2013). pbl also incorporates self-evaluation and peer evaluation. in conclusion, a variety of foreign literature on pbl demonstrated the diversity of teachers' opinions. the study indicated teachers often see it as student-centered learning in which they function as facilitators rather than lecturers. in addition, it is regarded as a valuable tool for encouraging students to solve real-world problems and interact in groups, sharing ideas, and providing support. throughout the implementation phase, pbl is regarded as a good approach for evaluating students. the challenges of implementing project-based learning the transfer from conventional learning to pjbl is challenging despite these potential benefits. related to the implementation, the pjbl research may be confusing and "limited" (murray & savin-baden in tally, 2015). as a result, many teachers and students who adopt project-based learning often need help with its implementation. marx et al., as cited in thomas (2000), indicated that instructors' technical obstacles are (1) time. typically, projects take longer than anticipated. in addition, the time necessary to implement complex techniques such as project-based learning exacerbates teachers' difficulties when trying to incorporate pbl into class requirements. (2) classroom management. when the number of kids in a teacher's class approaches 60 or 70, and she is assigned two or three courses, it is easy to envision the sheer amount of work she must finish. assuming that each team comprises five students, there will be a minimum of twelve teams in each class and thirty-six teams throughout the three sessions. the teacher must then consider 36 different subjects. given the teacher's work to organize, supervise, and direct each team so they may finish their assignments effectively, (3) the dominant class for projectbased learning to be effective, learner autonomy must be strongly encouraged. several teachers fear they are losing control over the pupils as a result of this. teachers often feel the need to control the flow of information, despite their view that project-based learning requires students to develop their knowledge. (4) facilitating the learning of students. teachers need help scaffolding students' efforts, allowing them too much utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 475 or too little freedom, respectively, and inadequate modeling and feedback. (5) technology utilization in the classroom, especially as a cognitive aid, is difficult for educators. in addition, they indicated that certain students periodically lacked access to the necessary technologies for information-seeking; and (6) the students' evaluation. teachers need help designing assessments that require pupils to demonstrate understanding. they think their marks need to represent the amount of work they put into the project. they continued to believe that the course evaluation should contain components from the project (to push students to be concerned about the project). the teacher realizes the unfairness and acts accordingly. research methodology an explanatory sequential mixed-method design was used in this study. a sequential explanatory mixed-method design is a mixed-method research methodology that gathers quantitative data during the first phase and qualitative data during the second phase. 16 english teachers in senior high schools and 14 in junior high schools in the city of bengkulu who have adopted project-based learning are the subjects of this study. the english teachers were selected based on their knowledge and expertise in implementing project-based learning in the classroom. the researcher used two methods to gather data: a questionnaire and an interview. in this study, the following four-point likert scales are employed: strongly agree (sa), agree (a), disagree (d), and strongly disagree (sd) (sd). this study will exclude the uncertain (u) option to prevent teacher reluctance. in addition, including four alternative responses is meant to determine if respondents are likely to agree or disagree. the questionnaire included questions derived from wongdaeng and hajihama (2018the researcher provided the sample with a google form questionnaire with 17 closedended questions to ease the distribution procedure since meeting each individual in this pandemic situation is difficult. the researcher also interviewed english teachers who implemented project-based learning as a teaching approach to determine the problems of adopting project-based learning and clarify the questionnaire responses. after obtaining teachers' total percentage of perception scores, the researcher categorized 476 | english franca, vol. 6, no. 2, 2022 them into intervals. it was utilized to determine the answer's interpretation. the categorization of intervals for the response was calculated using the humburg method described in (yunita, 2004). following is a description of the interval and categorization of respondents' scores. table 1 the interval of respondents’ score interval classification 97,6 – 120 strongly positive 76 – 97,5 positive 52,6 – 75 negative 30 – 52,5 strongly negative results & discussion the questionnaire on teachers' perceptions consisted of 17 statements. they were divided into two factors, internal factors (8 items), external factors (5 items), and the teachers’ challenges (4 items). the questionnaire was analyzed with 30 english teachers as the respondents of the research. the total score and the percentage of teachers' perception of teaching english using project-based learning are shown as follows: table 2 teachers’ perception of project-based learning implementation teachers’ perception items sd a (1) d (2 ) a (3 ) sa (4 ) tota l resp . tota l scor e possibl e max. score catego ry internal factors (8 items) 1 32 14 1 66 240 752 960 positive external factors (5 items) 0 11 10 0 39 150 478 600 positive average score 95 360 123 0 1560 positiv e utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 477 table 5 presents most of the teachers had a positive perception of teaching english using project-based learning, with a total score of 1230. the average score was 95. it was in a positive category. the positive category was gained from the teachers' perceptions of teaching english using project-based learning from internal and external factors. the overall score for internal factors was 752, with the frequency of the strongly agreed choice was 141 of eight items. moreover, the frequency of strongly agree was 66. this category was positive. in addition, the external factors' total score was 478. the frequency of strongly agree choice was 100 of five items. the category was positive. these prove that the use of project-based learning is a learning method that can be used for learning english in efl secondary classrooms. a detailed description of the factors will be explained in the following sections. english teachers' perception of implementing project-based learning in secondary school from table 2, the first data showed a positive perception of implementing project-based learning in secondary schools from the internal factors. the statements consisted of 8 statements. most english teachers positively perceived the statement, with a total score of 752. the different perceptions came from one statement. statement number two, “the steps in project-based learning are very easy to implement in teaching english,” about 23 students, or 46 in the total score had chosen to disagree about that statement. it meant that the english teachers did not find it easier to implement the fundamental steps in project-based learning. the second data described the english teachers’ perception of external factors. it consisted of 5 statements, so the total score was getting 478. the score was in a positive category. it meant that the english teachers responded positively to the teachers' perceptions of the external factors. from all the data calculated, it is interpreted that english teachers’ perceptions of implementing project-based learning from the internal and external factors had a positive response. it was related to the previous research conducted by susanti, trisusana, and retnaningdyah (2019), which stated that teaching english through project-based learning obtains positive experience since the teacher can motivate the students to learn english. it can be used for teaching and learning english as a foreign language (efl classroom) to make learning english more 478 | english franca, vol. 6, no. 2, 2022 effective and meaningful. a positive perception leads to happiness that influences someone’s desire and action, including teachers’ desire and action in learning and teaching activities (soemanto, 2006). it means that when the teachers have a good perception, they will easily implement the project-based learning technique because their mind is happy while applying it. perceptions and beliefs not only directly affect their teaching practices and classroom behavior but are also related to the success of their students (anderson, 1991). because perception has an essential role in education, teachers have to accommodate the positive perception to the students to improve their happiness which leads to the student's desire and action in learning. english teachers’ challenges in implementing project-based learning in secondary schools in the questionnaires, this indicator consisted of 4 statements. it was shown that there were different categories. the statements “i have enough time to implement the steps in project-based learning during english lessons” and “coordination of tasks and students when using project-based learning does not take up much learning time” were in the negative category. the score was 70 and 63. meanwhile, the statement “i have sufficient knowledge about project-based learning” with a total score of 85. the statement “the use of technology in project-based learning makes it easier for me to achieve learning goals” with a total score of 88. both of them were in a positive category. but, the total score of the statement about the english teachers' challenges in implementing project-based learning in secondary schools showed 306 scores with was in a positive category. it can be concluded that the english teachers had a positive perception of challenges in implementing project-based learning in secondary schools. however, the english teachers had some problems teaching english using project-based learning. the interview result showed that the english teachers had insufficient knowledge in implementing the whole steps of project-based learning. first, the teachers had difficulty finding a fundamental question or brainstorming that enhance students' interests and was also appropriate to the topic to be conveyed. a fundamental question in project-based learning is the most important first step. if the teachers do not get an interesting topic, then students' attention will also be distracted. as stated by alves et al. (2016), utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 479 some teachers find it difficult to link the course material with the project topic because they are too concerned with the course material and believe that if they do not teach, students would not learn. it occurs because they are unwilling to relinquish their conventional position as a teacher and are unaware that they do not need to know everything or resolve all student questions. in addition, teachers also lack modules or information access to easily gain knowledge about project-based learning. as claimed by baghoussi and ouchdi (2019) in their research revealed that despite the information offered in the pedagogical literature, teachers neither understand nor use project-based learning effectively in the classroom. these obstacles exist due to a lack of professional training and a limited theoretical understanding of the many techniques, methods, and strategies associated with project-based learning. second, the teacher also has limited time to implement all the steps in project-based learning where each step must be a sequential, but the teachers have limited time in implementing all the steps of project-based learning in one meeting. therefore, sometimes some steps are missed to be implemented. this is in line with the results of the research conducted by cintang, setiowati, and handayani (2018) which stated that teachers also experience several obstacles, especially in terms of time management. time constraints are a key reason why teachers do not utilize project-based learning. the research findings indicated that all teachers agree that this is the most significant factor contributing to the failure of project-based learning implementation. furthermore, there are several materials and lessons for students to study. third, another difficulty experienced by teachers is that during the covid-19 pandemic, it was very difficult to implement project-based learning. this is because it is difficult to collect students in groups and it will require a longer time preparation. if the teacher does it online, sometimes there are problems with the students' internet network. . teachers unfamiliar with online project-based learning may difficult to motivate students to generate collaborative questions (tally, 2015). it may also be difficult for teachers to successfully monitor the progress of their students' work if they are unable to see them directly. without a physical connection between 480 | english franca, vol. 6, no. 2, 2022 students and teachers, it is impossible to analyze, reflect on, and monitor the students' development. in terms of technology, the internet connection was insufficient to allow online project-based learning. facilities are an essential aspect of good learning (hamalik, 2008). previously, irawan (2020) noted that internet connectivity was one of the disadvantages of online instruction. the internet network, the instability of the internet network, and the lack of internet credit were obstacles to online education in indonesia. moreover, when teachers are unfamiliar with the online project-based learning process as a whole, students and teachers lack knowledge of the available resources for the project-based learning process. in this case, both students and teachers are affected since it is the teacher who introduces students to the accessible software. in addition, the determination of kd that was simplified during the pandemic also made it difficult for teachers to implement project-based learning. this situation is related to the results of the research by trisdiono (2014) which stated that the disadvantages of project-based learning implementation are the difficulty to implement project-based learning of going and bring in students learning outside the classroom which is located not fused and also the difficulty of selecting the materials and determination of kd. conclusion this research aimed to determine english teachers' perceptions and to analyze the challenges in implementing project-based learning in secondary schools. in this study, the researcher only discussed the teacher's perception and teachers challenges in the implementation of project-based learning in english learning in general. the teachers have a positive perception of project-based learning implementation. the researcher found 3 challenges in implementing project-based learning; 1) inadequate time for english lessons in class, 2) the lack of sources of knowledge about project-based learning, 3) the situations during the pandemic has also become an obstacle in implementing project-based learning due to internet network constraints and difficulty gathering students in groups. the research findings have several important implications for future educational practices in implementing project-based learning. the following suggestion can be made in need of further utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 481 investigation of the possible solutions to overcome these challenges of project-based learning implementation. references agustina, n. 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(2011). teori-teori psikologi sosial. yogyakarta: andi. wongdaeng, m., hajihama, s. perceptions of project-based learning on promoting 21st century skills and learning motivation in a thai efl setting. journal of studies in english language. 13 (2), 158-190. https://so04.tci-thaijo.org/index.php/jsel/article/view/113931. yunita, w. (2004). the non-english major students’ attitude to the teaching of english subject at university bengkulu. unpublished thesis. universitas bengkulu. https://jurnal.fkip.uns.ac.id/index.php/dewantara/article/view/5187 https://jurnal.fkip.uns.ac.id/index.php/dewantara/article/view/5187 486 | english franca, vol. 6, no. 2, 2022 empty page english franca academic journal of english language and education doi: 10.29240/ef.v7i1.7012 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license a closer look on student-teachers’ attitudes, habits, and their comprehension achievement toward reading of tertiary level eka sartika universitas islam negeri raden fatah, palembang, indonesia corresponding email: ekasartika_uin@radenfatah.ac.id introduction a good reader makes a good student. the national endowment for the arts of usa (2007), it is provided that teenagers who read for pleasure significantly correlates to their academic achievement. students who read voluntarily score better on reading and writing test than infrequent readers. therefore, the outcome demonstrates that proficient readers get advantages in their personal, professional, and social lives, whereas less proficient readers are more likely to experience failure in all three areas. however, according to pisa that the importance of reading skill is still ignored by the indonesians. it can be seen from pisa 2018 result (2019) made indonesia in the 72nd rank of 78 countries that participated in the survey. there are only eight countries which have lower scores than indonesia. furthermore, indonesia is also in the 45th rank out of 48 countries around the world which participated in pirls 2016 international result in reading (pirls, 2017). and no where to found in the report of pirls in 2023. from the indonesian constitution no 20 year 2003 chapter iii article 4 the government regulates the citizen to improve the reading culture through the education, as well as writing and math science. therefore, the government provides library with books to encourage the reading interest, in order to widen the horizon and knowledge to brighten the nation (uu no 43 chapter i article 4, 2007). in contrast, the report of human development index 2021 abstract. this study sought to determine (a) the current state of students' reading attitudes, reading habits, and comprehension achievement; (b) whether there was a significant relationship between these variables; (c) whether or not these variables contributed to students' reading comprehension achievement; and (d) which variable contributed the most to student learning. the data were gathered through giving out reading attitude and reading habit questionnaires, as well as having 313 students complete a reading comprehension test. percentage analysis, pearson product moment analysis, and regression were used to examine the data. the results showed that 1.6% of students had a very positive attitude about reading, 95.9% of students had a positive attitude toward reading, and 2.5% of students had a negative attitude toward reading. in terms of reading habits, 23.1% of students had very good reading habits, 72.3% had good reading habits, and 4.6% had ordinary reading habits. students' reading habits and attitudes about reading were significantly correlated (.365 with sig..000). besides, there was no correlation between students' proficiency in reading comprehension and either their attitude toward reading or their reading habits. only eighth semester students' reading attitudes and behaviors (.134 with sig..233) have a negligible correlation to their semester level. the reading attitudes of students only have a correlation with reading comprehension achievement in the fourth semester (.290 with sig..011). in overall, reading attitudes among students were 13.3% responsible for their reading behavior. last but not least, a combination of reading attitudes and reading habits affected 8.6% of the fourth semester students' reading comprehension achievement. keywords: reading attitude, reading habit, reading comprehension achievement http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:ekasartika_uin@radenfatah.ac.id eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 2 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) indonesia is in the rank of 114 out of 199 countries, far lower than singapore (12), brunei (51), and malaysia (62). it is actually the fact that indonesian government has to refer to these results so that the massage implied in the government regulation can be reached. reading is an activity that people do to enrich their knowledge. it involves the cognitive component because it activates the thinking, evaluating and judging process in filtering the information. according to palani (2012) “reading is a process of thinking, evaluating, judging, imagining, reasoning and problem solving.” lone (2011) defines, “reading as the ability to recognize, and examine words or sentences and understand the information within.” he continues by saying that reading is a cognitive process that involves examining and analyzing the meaning of written or printed letters, phrases, or sentences in order to comprehend a written linguistic message. reading is one of the necessary skills in foreign language acquisition. being able to read especially reading english sources is important for students in learning the language. many activities, inside or outside the school, require students – whether they like it or not – to be able to use the reading skill in their daily activities. mikulecky and jeffries (2007) argued “reading in english helps students learn to think in english and build their english vocabulary.” furthermore, if students are more at ease with the language, they will be able to write in english more effectively. it implies that students can develop additional talents to help the teaching and learning process by having strong reading skills. the fact that indonesians don't speak english natively makes the students reluctant to use it as a part of their daily activities. other factors could also have caused it. two of them are reading attitude and reading habit. hussain (2006, p.41) revealed that raising pupils' academic achievement was a direct effect of raising study attitudes and habits. the findings of the research conducted by majid and tan (2007) which showed that reading attitudes contributed to the children’s language competence. they found that 62% of students spent their time reading books before they took the test or examination and this attitude affects affected their language competence. it means that more reading by the students prior to the test will improve their performance. in addition, sani and zain (2011) discovered a strong relationship between the respondents' attitude toward reading for language learning and their reading proficiency. it implies that the students' ability to read would be influenced by their good attitude toward reading. good reading habit actually can be seen from the students’ visit to the library. diem’s (2011) research found that the numbers of library visits to schools’ library were very low. to support diem’s finding, the writer had another brief data analysis about the students reading habits in university. the brief observation showed that the library there would have many visitors only when the students of eighth semester were working on their theses. the writer did a brief interview with the students in the reading course at the start of the semester and found out that the students read only when they had assignments from their lecturers but not because they really wanted to read. this condition was assumed to be related to students’ attitude or interest in reading. hence, this study would attempt to look into the studentteachers’ reading attitudes and reading habits of english education study program in correlation to their reading achievement. theoretical framework reading comprehension comprehension needs process in achieving it. it is strongly related to the readers’ prior knowledge. tankersley (2005) states that “comprehension is a process, not a product”, readers interpret what they read using the lenses of their motivation, expertise, cognitive capacity, and experience. dore, et al. (2018) stated the regular development of children's theory of mind capabilities throughout childhood is closely correlated with the growth of their narrative processing ability. children's reading comprehension can be predicted both simultaneously and over time by narrative processing and theory of mind. in addition, sadoski eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 3 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) (2004) explains that understanding something, obtaining its significance, is what comprehension is all about. comprehension is the reconstruction of the author's message; the author builds a message and encodes it in printed language, which the reader decodes and reconstructs.. one of the elements influencing attitudes toward reading is efl reading ability (uslu, 2020). active thought is required for reading comprehension (mikulecky & jeffries, 2007). for understanding to occur, words must be decoded and linked to their meanings in the reader's memory. klinger, vaughn, and boardman (2007) claim that arranging meaning while thinking about a word or passage to learn requires reading comprehension. the ability to synthesize one's own experiences, knowledge, language, and critical thinking abilities with the author's message is known as reading comprehension. reading attitudes smith (1990) cited in yamashita (2007) defines reading attitudes are states of mind, views, and emotions that influence how likely reading is. to put it another way, he asserts that a learner's attitude toward reading affects whether they approach or avoid a reading circumstance.reading attitudes in this study are the students’ attitudes toward any activities related to reading. those attitudes are comfort, intellectual values, practical values, anxiety and linguistic (yamashita, 2007). the reading attitude is then defined as one's perception of or behavior toward reading-related activities. according to an individual's behaviors toward all objects and situations are influenced by their attitude, which is a state of emotional and mental readiness that is established via experiences. by evaluating students' attitudes, teachers are also able to assess overall changes in students' attitudes over time and to ascertain the impact of particular elements of the academic or classroom experience on students' attitudes. isakson et al. (2016) noted that attitudes about reading can be either positive or negative and can be reinforced by either positive or negative past experiences. reading attitude, according to logan and johnston (2009), is a significant component that influences students' reading achievement and in-class reading activities and decides whether or not they will become independent readers. reading habits the habit in reading is occasionally changing. baron (2017) implies that the basic definition of what it means to read is shifting as a result of new contemporary technology. even millennials admit that reading in print instead of online helps them focus their attention. however, they also think that print is dull. according to wood and nealthe (2007), habits are learnt propensities to replicate previous actions. they are brought on by context elements that have regularly shifted with earlier performances, such as the setting of the performance, the previous steps in a chain, and specific individuals. habits, defined by joseph (2010), are regular, repetitive activities. as stated by zwiers (2004), habits more accurately describes the instinctive and unconscious processes involved in extrapolating meaning from text. in other words, habits can affect the mental experiences that people who can change their behavior continually perform. the tendency to perform an action repeatedly, consistently, effortlessly, and practically automatically is known as a habit. hasan, et al. (2021) proved that reading habits and how they relate to reading proficiency in esl classrooms, which may be useful, especially for esl teachers, in figuring out how to address students' reading issues. as they create meaning, the habits cooperate and build upon one another (villaume & brabham, 2002).the process of habit can be occurred when someone get used to in one condition prolonged. schacter et al. (2011) use the term of habituation for habit, they define habituation as a general process where a stimulus's response gradually diminishes after being exposed repeatedly or for an extended period of time. they use the example of someone who moved into a neighborhood close to a busy highway and initially heard the sound of the traffic but eventually became accustomed to it and forgot about it when they relocated to the suburbs. eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 4 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) reading attitudes and reading habits the amount of time in reading influences one’s improvement in habits toward reading. karim and hasan (2007, p. 21), revealed that reading attitudes and reading habits had a substantial association. the ability to read well can be developed in students if reading is fostered from an early age. parents, teachers, and peers all play a crucial role in encouraging reading habits and fostering positive reading attitudes in students. also, it goes without saying that reading improves a child's academic and professional performance (alsaeedi, et al., 2021). according to ayhan et al. (2013), student' opinions toward reading habits were significantly affected by the frequency of book reading. further their finding revealed that gender was effective on children’s attitudes on reading habit. when they analyzed the average scores, it was observed that girls’ average attitude scores on reading habit were higher than boys’ average scores. it is generally acknowledged that, in terms of student preference and accessibility, digital materials outperform printed books. their scholastic success is closely related to how much they read, and reading can have a big impact on their future jobs (baba & affendi, 2020). thus, by cultivating reading attitudes would improve the students’ reading habits. the effect of reading attitudes to the students’ reading comprehension according to wixon & lipson, referenced in kear (1990), students' attitudes about reading are one of the elements influencing reading performance. altun, et al. (2022) mentioned reading is another action that includes motivation, effort, and attitudes. mckenna et al. (1995, 938) claim that because attitudes are partly formed on the basis of beliefs about the results of reading, it is only logical to assume that poorer readers, who have reason to anticipate frustrating results, will tend to have more negative attitudes than better readers. students who have a positive attitude toward reading, according to beers (2003), regard reading as a chance to develop a personal connection with a material. as readers, they desire to select their own books, get to know authors, visit the library, continue reading journals, and participate in small-group discussions. according to his research, children saw reading as a means of traveling to other places, experiencing different cultures, or conjuring up mental images of movies. in other words, kids who have a favorable attitude toward reading find reading to be a fun activity. the importance of students’ reading habits to their reading comprehension achievement reading habit need continues process in order to create good reading habit. according to roe and ross (1990) reading habit refers to a the individual's consistent critical reading as a result of viewing it as a pleasurable pastime and a way to satisfy a need. additionally, a lot of academics have worked hard to identify the most effective strategy for enhancing kids' reading habits. in addition to being a habit that all students should develop, reading also greatly aids teachers in their efforts to improve their students' learning. according to thanuskodi (2011), reading regularly has a significant and long-lasting impact on one's ability to advance both their own personal growth and the advancement of society as a whole. according to krashen (1993), who was referenced by strommen and mates (2004), people who don't make reading for pleasure a habit may find it very challenging to read and write at a level that is sufficient to meet the expectations of the modern world. there are seven indicators or questions that specify reading habits, according to ganoa and gonzalez (2011, 59). they are attitude toward reading, reading frequency, number of books read, amount of time spent on academic and non-academic reading, as well as motivation in the home and in the classroom. it proved that students need to have good reading habits to be successful in their professional lives. eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 5 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) material and method this study is a survey which investigates a correlation among student-teachers’ reading attitudes and reading habit toward their reading comprehension achievement of tertiary level and a correlation design was used. one dependent variable (the criteria variable) and two independent variables are present in this research. independent variable (predictor variable) is used to predict the outcome. reading attitudes and habits are independent variables while reading comprehension achievement is dependent variable. the populations of this research were the writer used questionnaires and test. questionnaires were used to investigate or to find out students’ attitude and habit toward reading. there were two types of questionnaires: ones that asked about reading habits and attitudes. the reading proficiency of the students was assessed using an accomplishment test in reading comprehension. the mikulecky behavioral reading attitude measure (mbram), created by mikulecky in 1976, served as the foundation for the reading and you attitude survey. the author used the updated version, developed by b. a. murray at auburn university in 2009 and cited in west (2010, p. 132–134). the reading and you attitude survey has a total of 28 items, with an even balance of 14 positive and 14 negative statements. the writer used questionnaire taken from an article written by janthong & sripetpun in 2010 entitled “english reading comprehension and reading habit improvement: use of questioning technique.” the title of the questionnaire is “reading habits and self-directed learning questionnaire.” the reading habits questionnaire contains 30 items survey. students gave themselves a degree of agreement rating ranging from highly agreeing (5 points) to strongly disagreeing (1 points). there were 50 multiple-choice questions on the reading comprehension test. they are vocabulary-related details, primary ideas, inferences, cause and effect, references, sequences, and questions. the reliability of the valid items was investigated using the alpha cronbarch analysis in spss. the validity of the instruments was evaluated using the pearson product moment (correlation matrix) in spss. for the reading attitude questionnaire, the total numbers of the questionnaire is 28 items. the result of reading attitude questionnaire (raq) validity and reliability is that it can be said that all of the items of this questionnaire is valid because the result was 0.48 (>0.325) or critical values for r). this questionnaire was also reliable because the result was 0.912 (>0.70). a total of 30 questions were used in the trial run of the reading habit questionnaire. one erroneous question, question no. 8, was discovered by the author after data analysis of the reading habit questionnaire. the writer decided to omit the invalid question, so the total number of the reading habit questionnaire was 29 items. the instruments to be used have been tried out and the results can be said that this questionnaire was valid because the result was 0.47 (>0.314 or critical values for r). this questionnaire was also reliable because the result was 0.905 (>0.70). the reading comprehension accomplishment test contained 50 numbers of questions. results of the reading comprehension achievement test (rcat)'s validity and reliability were valid because the result showed that 0.47 (>0.325 or critical values for r). this test was also reliable because the result referred to 0.94 (>0.70). the writer applied three techniques to analyze the data, namely percentage analysis to have detail on the frequencies data analysis to answer the existing phenomena of each variable, pearson product moment was used to measure the correlation of the three variables, and last the researcher used regression see the influence of the variables that correlate to each other. eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 6 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) results and discussion result to get an idea of the characteristics of each variable, descriptive statistical analysis is used. in the following, a description of the data will be presented which includes the mean, median, and frequency descriptions for each variable. table 1 all measured variables' descriptive statistics variable category frequency (%) mean sd n (313) male (103) female (210) n (313) male (103) female (210) n (313) male (103) female (210) reading attitudes very positive 5 (1.6%) 5 (1.5%) 70.39 68.54 71.30 6.853 6.285 6.952 positive 300 (95.9%) 9 (98.7%) 201 (97.3%) negative 8 (2.5%) 4 (1.3%) 4 (1.2%) very negative reading habits very good 72 (23.1%) 5 (1.6%) 10 (3%) 98.05 96.50 98.81 12.189 12.229 12.126 good 226 (72.3%) 70 (89.6%) 156 (83%) average 15 (4.6%) 28 (8.8%) 44 (14%) poor very poor reading comp. achievem ent excellent 30.41 30.25 30.45 8.324 7.929 8.658 good average poor 313 (100%) 103 (100%) 10 (100%) students’ reading attitudes the average score for reading attitudes among pupils, according to the author, was 70.39. the minimum and maximum reading attitudes scores for students were 54 and 93, respectively, with a standard deviation of 6.853. it can be said that 5 kids (1.6%) had very good attitudes toward reading, 300 (95.9%) students had positive reading attitudes, 8 (2.5%) students had negative reading attitudes, and none of them had very negative reading attitudes. from the descriptive analysis of reading attitudes, it shows that there were 39.3% 35.1% of students enjoy reading even when they are not required to do so for school, and those who are enthusiastic about a book will try to encourage their peers to read it. additionally, according to their gender, male students had a mean reading attitude score of 68.54 and a standard deviation of 6.285. the lowest and maximum scores were 55 and 86, respectively. there were 99 (98.7%) male students with positive reading attitudes, and 4 (1.3%) male students with negative reading attitudes. nobody had either a very positive or a very negative attitude about reading. the average reading attitude score for female students was 71.30. 6.952 was the standard deviation. their reading attitudes ranged from a minimum score of 54 to a maximum score of 93. in terms of gender, there were 5 (1.5%) female students with very positive, 201 (97.3%) with positive, 4 (1.2%) with negative attitudes and none of them had very negative reading attitudes (see table 1). eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 7 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) students’ reading habit the average score (total) for reading habit was found to be 98.05, with a standard deviation of 12.189. the lowest and best scores were 68 and 143, respectively. table 15 demonstrates that only 72 of the students had bad and extremely poor reading habits, while only 15 students (4.6%) had average reading habits. 226 of the pupils had good reading habits, which is the majority. only 7% of the students appeared to consistently read the books that their teachers assigned before the deadline and requested extra books, according to the items measured, while 47.9% of the students attempted to acquire the books to read when they were told that they were excellent works of english literature. male students received an average score of 96.50, while female students received an average score of 98.81. male students' standard deviation was 12.229, while female students' was 12.126. male students had to receive a minimum score of 68, while female students needed a score of 76. male students may earn a maximum score of 126, while female students could earn a maximum score of 143. only 5 (1.6%) male and 10 (3%) female pupils have excellent reading habits. overall, there were 70 (89.6%) good readers among male students and 156 (83%) among female students. there were 44 (14%) female students and 28 (8.8%) male students with average reading habits. none of them read poorly or extremely poorly. students’ reading comprehension achievement the students' performance in reading comprehension received an average grade of 30.41. the entire class was made up of learners who had trouble understanding what they were reading. the reading comprehension achievement had a standard deviation of 8.324, ranging from a minimum score of 0 to a maximum score of 48. male students had a mean score of 30.25 and a standard deviation of 7.929, while female students had a mean score of 30.45 and an 8.658. they neither demonstrated great, decent, or ordinary reading comprehension skills. they all fell into the low reading comprehension accomplishment category (103 male students and 210 female students), and their minimum and highest scores were both 0 and 48. the correlational analyses the correlation among independent variables and dependent variable the correlation between students' attitudes about reading, reading behaviors, and reading comprehension ability was examined using pearson product moment. the outcome is shown in table 2 that is provided. table 2 pearson product moment correlation among variables measured (n = 313) variables reading attitudes reading habits reading achievement reading attitudes r sig. 1.000 reading habits r sig. .365** .000 1.000 reading achievement r sig. .029 .612 .000 .995 1.000 the correlation between students' attitudes toward reading and their reading habits the results show a.365 relationship between students' attitudes about reading and their reading practices, with a significant level of.000. it suggests that there wasn't much of a connection between the kids' attitudes toward reading and their reading activity. however, the link was significant because the p-value (.000) was below 0.05. eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 8 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) the correlation between the students’ reading attitudes and students’ reading comprehension achievement the outcome demonstrates a.029 association with a significance level of.612 between students' reading attitudes and their proficiency in reading comprehension. it denotes that there was only a very slender association between the pupils' attitudes about reading and their success in reading comprehension. since the p-value (.612) was higher than 0.05, the correlation was not considered significant. the correlation between the students’ reading habits and their reading comprehension achievement the two variables' correlation was found to be.000 with a significance level of.995. it suggests that there was only a very tenuous connection between the students' reading behavior and their reading comprehension ability. additionally, the relationship lacked statistical significance (sig. 2 tailed =.995 or > 0.05). the correlation between the students’ reading attitudes, reading habits and their reading comprehension achievement based on their semester level the author used pearson product moment to determine the corellation between students' attitudes toward reading, reading behavior, and reading comprehension achievement dependent on their semester level. the outcome is shown in table 3 that is provided. table 3 pearson product moment correlation among variables measured based on the students’ semester level semester n variables reading attitudes reading habits reading achieveme nt semester 2 74 reading attitudes r sig. 1.000 reading habits r .457** 1.000 sig. .000 reading achievement r -.002 -.116 1.000 sig. .984 .326 semester 4 76 reading attitudes r sig. 1.000 reading habits r .448** 1.000 sig. .000 reading achievement r .290* .171 1.000 sig. .011 .140 semester 6 82 reading attitudes r sig. 1.000 reading habits r .451** 1.000 sig. .000 reading achievement r -.094 -.043 1.000 sig. .403 .701 semester 8 81 reading attitudes r sig. 1.000 reading habits r .134 1.000 sig. .233 reading achievement r -.037 .017 1.000 sig. .742 .882 eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 9 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) the correlation between the second, fourth, sixth, and eight semester students’ reading attitudes, reading habits and their reading comprehension achievement the correlation between the second semester students' attitudes about reading and their reading practices was found to be.457 with a significance level of.000. it suggests that there was either a strong correlation between these two variables or a modest link between them in the second semester pupils. the second semester pupils' reading comprehension performance and attitudes were both -.002 with a significance level of.984. this suggests that there was minimal relationship between the second semester students' abilities in reading comprehension and their attitudes about reading. the second semester students' reading habits and reading comprehension skills were both poor, with a significance level of.326 and a correlation of -.116. the second semester students' reading attitudes and reading behaviors were shown to be correlated at a significant level of.000, or.448. it suggests that there was a moderate relationship between these two variables or that fourth-semester students' reading attitudes and reading behaviors were highly associated. the fourth semester students' achievement in reading comprehension and reading attitudes both scored.290 with a significance level of.011. it either suggests that there was minimal correlation between these two characteristics or that there was a significant link between the students' reading attitudes in the fourth semester and their reading comprehension achievement. the fourth semester students' achievement in reading comprehension was.171 with a significance level of.140. to put it another way, the fourth semester students' reading attitudes had little bearing on how well they did in reading comprehension. table 9 revealed a correlation of.451 with a significance level of.000 between sixthgrade students' views toward reading and their reading habits. this suggests a mediocre correlation between the sixth-semester students' reading habits and attitudes toward reading. the sixth-semester students' reading attitudes and actions also had a significant correlation. with a significant level of.403, the connection between the sixth-semester students' reading attitudes and reading comprehension performance was adverse (-.094). in other words, there was only a very tenuous and unfavorable connection between the sixth-semester students' reading attitudes and their success in reading comprehension, or their reading attitudes were hardly related to that success. there was a negative correlation between the sixth semester students' reading habits and their success in reading comprehension, with a significant level of.701 being found. it means there was no measurable relationship between the sixthsemester students' reading habits and their proficiency in reading comprehension. it was found that there was a .134 correlation with a significant level of .233 between the eighth semester students' attitudes about reading and their reading behaviors. which is to say, there was minimal link between the eighth-semester students' attitudes toward reading and their effectiveness with reading comprehension. there was a negative correlation between the eighth semester students' reading attitudes and their success in reading comprehension, with a significant level of.742. in other words, there was minimal link between the eighth-semester students' attitudes toward reading and their effectiveness with reading comprehension. the reading habits and reading comprehension abilities of the eighth semester students revealed a negative correlation of -.043 with a significant level of.701. it suggests that how well the pupils were able to understand what they were reading had little to do with their reading habits. the regression analyses the contribution among students’ reading attitudes and reading habits to find out the contribution among the students’ reading attitudes, reading habits, and their reading comprehension achievement, the writer used both simple and multiple regression analysis to find out the result of each variable that correlate to each other. eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 10 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) table 4 the regression analysis of the students’ reading attitudes and their reading habits based on their semester level n independent variable dependent variable r r2 f p< all semester 313 reading attitudes reading habits .365 .133 47.724 .000 semester 2 74 .457 .209 19.056 .000 semester 4 76 .448 .201 18.628 .000 semester 6 82 .451 .203 20.435 .000 semester 4 76 r. attitude & r. habit r. achievement .294a .086 3.447 .037 the contribution of the students’ reading attitudes on their reading habits from all semester the data in table 4 shows that the f value was 47.724 with significance value .000. it means that students’ reading attitudes contributed to their reading habits significantly. it was found that the correlation between students’ reading attitudes and reading habits was .365.it indicated that there was a low correlation between these variables. the r2 in which was .133 indicated that 13.3% of various score of students’ reading habits was affected by students’ reading attitudes and 86.7% might be affected by other factors. the contribution of the second, fourth, sixth semester students’ reading attitudes on their reading habits it was discovered that there was a .457 association between second-semester students' attitudes about reading and their reading behaviors. it suggested that these variables had a moderate connection. according to the r value of .209, reading attitudes affected 20.9% of the various reading habits scores of students, while the other 79.1% of the scores were unaccounted for factors. with a sig. value of .000, the f value was 19.056. in the fourth semester students, the correlation between students’ reading attitudes and reading habits was .448. it indicated that there was a moderate correlation between these variables. the r2 in which was .201 indicated that 20.1% of various score of students’ reading habits was affected by students’ reading attitudes and the rest 79.9% was unexplained factors value. the f value was 18.628 with sig. value .000. further on the sixth semester students, it is found that the correlation between students’ reading attitudes and reading habits was .451. it indicated that there was a moderate correlation between these variables. the r2 in which was .203 indicated that 20.3% of various score of students’ reading habits was affected by students’ reading attitudes and the rest 79.7% was unexplained factors value. the f value was 20.435 with sig. value .000. in other words, the second, fourth, and sixth semester students’ reading attitudes significantly contributed to their reading habit. the contribution of the fourth semester level students’ reading attitudes and reading habits on their reading comprehension achievement from table 4, it was found that the correlation of the fourth semester students’ reading attitudes along with reading habit on their reading comprehension achievement was .294. it indicated that there was a low correlation among these variables. the r square was .086 or it was similar to 8.6%. in other words, 8.6% from the students’ reading comprehension achievement was associated with or could be explained by reading attitudes and reading habits variables. thus, the rest or 91.4% of reading comprehension achievement might be influenced or explained by other factors. the f value was 3.447 with significance value .037. accordingly, regression analysis could be used on account of significant value (.037) was lower than p value (0.05). it could be concluded that students’ reading attitudes and their reading habits used in one time by the students showed some influence or contribution on their reading comprehension achievement. eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 11 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) discussion the majority of the students at this university had positive attitudes toward reading (95.9%), as evidenced by the fact that most of them displayed their enthusiasm when they discovered good books and tried to encourage their friends to read them as well. they also liked to spend their free time reading books, even though their professors did not require them to do so. many of the students (72.3%) had good reading habits, according to the students' reading habits. the survey's results revealed that people tried to read good english books when they were recommended to them. the students' results for reading comprehension, however, revealed that they all had low achievement. the findings of this investigation provided an explanation for the happenings at this university. the study's findings intrigued the writer because, despite the fact that most students acknowledged having favorable attitudes toward reading and many of them having strong reading habits, this attitude did not appear to be mirrored in their success in reading comprehension. the statements mentioned in the surveys could be the root of the problem. although it didn't show up in the results of their reading comprehension achievement, it may signify how they felt about reading. the students' reading habits would logically improve the more the students displayed a favorable attitude about reading. in this manner, there would be a strong association between it and the kids' proficiency in reading comprehension. the students' reading attitudes and reading habits, however, did not significantly correlate with their success in reading comprehension. it was a clear indication that there was no guarantee that the students were being truthful when completing the questionnaires. it differs from majid and tan's (2007) assertion that reading attitudes influenced the students' language proficiency. the students' positive opinions regarding reading throughout her interviews, on the other hand, are consistent with what seitz (2010, p. 40) discovered. however, she added, students’ attitudes were multi-faceted. although students might have been provided with high interest and/or challenging activities, they might not remain engaged. the discrepancy of their response from the questionnaire distributed made the writer assumed perhaps that the students wanted to look good though they were asked to fill in the questionnaire honestly, and they did not seem to tell the truth about their attitude toward reading and the writer presumed that maybe the students misinterpreted the meanings implied in the questionnaire. in other words, they answered the questions from their own point of view. the students might think that by reading a little portion of books, they considered themselves to have a good habit toward reading. the poor achievement in students’ reading comprehension might have been influenced by the university scoring system which was different from the one used by the writer in the study. the students' proficiency in reading comprehension did not significantly correlate with their reading habits. this result does not match what fitria (2013) discovered in her research. according to fitria's (2013) research, students' reading habits were likely to have an impact on and decide their success, and that impact could be favorable on the development of their reading skills. the lack of a substantial relationship between students' reading habits and their reading comprehension in this study may be due to students' misconceptions about what constitutes a healthy reading habit. there was a substantial association between students' attitudes toward reading and their reading habits, according to the overall conclusion. according to the contribution, a student's attitude had an impact on 13.3% of their reading results across all categories. in this study, attitudes were found to be closely related to students' reading habits based on the significant link between reading attitudes and reading habits. according to karim (2006, p. 21), there is a strong association between reading attitudes and reading habits. this finding is consistent with his findings. based on their semester level, students' reading attitudes, reading routines, and reading comprehension success did not correlate with one another. the author came to the conclusion that other elements, such as students' learning preferences, motivation, and teachers' instructional strategy, contributed to students' success in reading comprehension. hewit (2008, p. 18–56) identifies four key elements—strategy, style, motivation, and attitude— eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 12 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) that might contribute to the success of the teaching and learning process. as ahmadi (2017) stated assisting students' reading comprehension is mostly dependent on motivation. reading comprehension performance and understanding are both aided by motivation. akbari, et al. (2019) comparing the l2 reading motivation construct to the reading motivation construct lacking the l2 reading attitude elements revealed that the l2 reading motivation was more successful in predicting the reading achievement of the learners. next, the lower semester students (2nd, 4th, and 6th) reading attitudes and habits were significantly correlated with moderate correlation, while the higher semester students’ (8th) was insignificantly correlated. necessarily, the higher their semester level was, the better their awareness in reading would be. akbari, et al. (2017) highly recommend that l1 and l2 reading attitudes are closely associated, and l1 reading can influence l2 reading, suggesting important consequences for the educational system. the results could include a greater focus on l1 literacy and reading as well as a raised understanding of the importance of reading and its related components. fatiloro, et al. (2017) believed for the purpose of expanding their vocabulary, students should read more articles and books. if a student needs to occasionally stay current, they should go to the library first. the writer believed that the students from the eighth semester were supposed to have better results on reading attitudes, habits as well as reading comprehension achievement since the students in the higher semester are going to prepare their theses soon enough. however, the writer assumed that it might be influenced by the numbers of assignments they had had in the higher semester. related to the result from the lower semester students, the writer proposed that it might have been caused by the entrance test. the better the students’ intelligence was, the higher the competitiveness will be. the students from the lower semester might not have a lot of exposure yet from their social life. they were perhaps more willing to study and the writer also assumed that the students from the fourth semester probably had better input than the students from other semesters. the ease with which students can access the material supplied by the internet or other gadgets that have made it easier for students to increase their reading comprehension accomplishment may also be attributed to technological advancements. conclusion following are the conclusions. in general, (1) the higher the students' reading attitudes, the better their reading habits are, and (2) based on the students' lower semester levels (freshman, sophomore, junior), as well as their gender (females are better readers than men), it is interesting to conclude that the students' reading attitudes had a respective influence of 20.1% and 7.2% on their reading habits. 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(2004). building reading comprehension habits in grades 6 – 12: a toolkit of classroom activities. international reading association, inc. http://www.id.undp.org/content/indonesia/en/home.html eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 16 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) ----------empty page--------- english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5709 teaching english by using canva: students’ and lecturers’ voice erfin wijayanti iain fattahul muluk papua erfinsunaryo05@gmail.com abstract this research discovers students' and lecturers' voices on using canva in english language teaching. this research employed a quantitative descriptive method with 31 english foreign language (efl) students and 5 lecturers. the data are gained from 31 students and 5 lecturers of the english department at iain fattahul muluk papua. students and lecturers are given a series of questions to complete using canva. the researcher next analyzed the students' and lecturers' responses by tallying their frequency and proportion. based on three indications presented by the researcher, the outcomes of this study indicated that the majority of students and lecturers had a good attitude about utilizing canva in english language education. usefulness, ease to use, and easy access. this research revealed that canva is a useful tool for english language teaching. canva is also ease of used tool for english language teaching which is easy to use, effective, improves the teaching and learning process, and is easy to distribute. in the end, canva has easy access because canva provides everything for the teaching and learning process such as video, images, and colors. besides, canva becomes an interesting app and a good choice for the learning and teaching process. keywords: elt, canva, students’ and teachers’ voice introduction learning english is one of the important subjects that must be mastered by students from an early age. learning english can hone students' thinking that they can learn many things. there are many reasons why learning english is very useful in students' daily lives being mailto:erfinsunaryo05@gmail.com 412 | english franca, vol. 6, no. 2, 2022 able to master more than one language, sharpen speaking skills well, explore various places, and able to communicate with foreigners. then, it is also one of the important things because the era of globalization directs us to be able to communicate in foreign languages so as not to be left behind. the english language is really important to spread to the modern world for communication and technology, science, fact that english is the language of international communication, business, and trade, intercultural understanding along with entertainment and use in almost all fields, therefore, english must be the priority to be learned among other foreign languages. many strategies can be used in learning english. one of the interesting strategies is using learning media. learning media is used to support the learning process to attain learning objectives. according to musfiqon (2012), learning media is defined as a physical or nonphysical medium used by teachers to deliver information to students more effectively and efficiently. it means that the learning materials are created to be accepted by the student more quickly and to entice them to learn more. learning media has been combined with technology in the twenty-first century. in many disciplines, including education, technology is a major concern. this is because technology has become a medium of knowledge transfer in the majority of countries. schools and other educational institutions charged with educating students for life in the "knowledge community" must consider incorporating ict into their curricula as part of this (ghavifekr, afshari &amp; amla salleh, 2012). according to tinio as cited in apriani, et al (2019), information and communication technologies, or ict, are a type of technology. information and communication technologies (ict) encompass a diverse collection of technical assets and instruments used to exchange, create, distribute, store, and manage data. ict may be used in many aspects of education, including lesson design, methodologies, processes, media, content, and assessment (apriani et al., 2020). then, cabrera-solano et al., (2020) utter that ict will encourage and enthuse students as a teaching tool, enhancing their capacity for active learning. lecturers must understand that using ict in the classroom can make adults learner more effective and productive. lecturers should personally instruct, encourage, and train students to assist them to reach their learning goals (manangsa et al., 2020). adult students can erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 413 utilize ict as one of their learning platforms. the internet, wireless networks, cell phones, smartphones, laptop computers, and other communication mediums are all examples of ict (apriani et al., 2019; apriani & hidayah, 2019; sanjaya et al., 2020). this communication gadget is available for download at any time and from any location. the use of ict in english teaching and learning promotes the enhancement of teaching and learning quality. the term "ict integration in education" refers to a technologybased teaching and learning process that is closely related to the use of educational technology in classrooms. because students are accustomed to technology and will learn more effectively in a technologically based environment, the issue of ict integration in schools, particularly in the classroom, is critical. this is because utilizing technology in the classroom greatly benefits pedagogy, as doing so will enable the use of ict to facilitate effective learning using ict components and elements (jamieson-procter et al., 2013). ict may be used to help professors and students learn about their chosen topics of study in a variety of ways. educational movies, stimulation, data storage, database use, mind mapping, guided exploration, brainstorming, music, and the world wide web are just a few of the engaging strategies available in technology-based teaching and learning that will make learning more interesting and relevant (www). students will benefit from ict integration when they are not constrained by a constrained curriculum and resources and are instead able to direct activities in technology-based courses that are intended to help them stimulate their understanding of the subject. furthermore, it assists teachers in developing engaging, innovative, and appealing lesson plans to promote active student learning. canva is the teaching and learning material employed in this example. canva is an online graphic design tool that provides drag-anddrop access to over a million pictures, graphics, and fonts. there are hundreds of typefaces, millions of photos, photo filters, icons, and free shapes to choose from (canva, n.d.). canva is a website that provides visual content that may be utilized as a link to the world outside language training, as well as a collection of easily available real resources. students and teachers' learning can be promoted by using canva. smaldino et al. (2015) claim that using visuals in the classroom, such as canva, can accomplish several goals, such as generating concrete interpretations of abstract concepts, inspiring students, directing their attention, repeating information, helping them remember what they 414 | english franca, vol. 6, no. 2, 2022 already know, and improving learning. canva is thought to be a tool that can transform abstract ideas into concrete sitemaps in just a few clicks. furthermore, it may establish a pleasant learning atmosphere through the amenities given, impacting students' focus, memory, and attitudes. students that are upbeat about their condition will be upbeat about what they are doing and are more likely to participate in the learning process through direct attention. teachers are developing a range of technology-based instructional tools to meet these learning objectives. teachers may utilize canva's capabilities to produce instructional material (smaldino et al., 2015). there are some previous studies, the first was research by martinus heris himawan (2018) from sanata dharma university yogyakarta. the researcher had researched "designing online learning reading materials using canvas platform for eight grade students of smp maria assumpta klaten" as a result, the researcher recognizes the need of improving classroom learning methods. then, gozen cecem (2020) investigated tertiary level efl students' perceptions regarding the use of edmodo, quizlet, and canva within the technology acceptance model (tam), finding that lower-level students had more positive opinions about using the tools individually or collectively than higher-level students. then, jumami (2021), using canva in teaching writing to efl classroom students, as a result, the students have a favorable opinion of using canva for creative writing, and the program makes learning english easier, more enjoyable, and more motivating for the students because it is simple to use and the students were drawn to the application's image. therefore, this study intends to find out the students’ and teachers’ voices in teaching and learning english by using canva at the university level, especially at iain fattahul muluk papua. the previous studies are done at the research at the school level, so the researcher is wondering about the teachers' and students' voices when it is applied at the university level. theoretical framework multimedia hofstetter (2001), as stated in noor et al. (2009), defines multimedia as "the use of a computer to show and integrate text, images, audio, and video with linkages and tools that enable user navigation, interaction, production, and communication." vaughan (2008), on the erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 415 other hand, defines multimedia as "any mix of text, art, music, animation, and video provided to consumers via computer or other electronic or digitally modified means." these definitions imply that multimedia is a collection of numerous media components. multimedia is essential for teachers to employ in the teaching and learning process to help students grasp english as a foreign language. canva according to al-khoeri (2021), canva is an online graphic design tool that students to effortlessly create a variety of unique elt materials. it defined that canva is an application web that has design tools to create various types of interesting learning videos. second, according to smaldino (2015), canva and other images in the classroom may be used to: generate tangible abstract concepts, inspire students, provide direct attention, repeat information, retain past knowledge, and make learning more engaging. canva is a graphic design that can be used to produce a new video to attract student's attention and make learning more interesting. canva is capable of more sophisticated designs for print media (e.g., flyers, posters, invitation cards, brochures, etc (navarre, 2018). canva helps the user demonstrate an understanding of a variety of topics through individual or collaborative development of posters, presentations, flyers, infographics, book covers, newsletters, programs, reports, media kits, and more (waring, 2021). according to martin (2016), canva provides instructors and students with a simple new way to design. its drag-and-drop functionality allows you to create presentations, posters, single-page documents, and social media posts. from those experts above, it can be concluded that canva is an application base web that contains fonts, animation, images, videos, shapes, and text that are free to use for the teaching and learning process for teachers and students in class. can one of the choices to create learning activities in classes be more interesting? according to arunachalam & munisamy (2022), canvas gives quite a flexible platform. both the teachers and the student can tailor the system to their teaching and learning activities. the emphasis is placed on communication between the educator and the student, which enables their collaboration during the learning process. canvas lms enables students to get alerts, submit their papers, and engage with the assigned learning resources. integrating canvas accounts with social media accounts. canvas enables instructors to offer comments, integrate videos, blogs, wikis, and other educational channels, and track their students' progress. canvas offers great built-in audio and video 416 | english franca, vol. 6, no. 2, 2022 recording capabilities. this function has several applications, including homework, tests, and course materials. canva promotes extensive creative flexibility and experimentation. it might be tempting for educators to believe that their students are creatively adept and at ease (atherton, 2018). creating a free canva account grants access to hundreds of pictures and icons that can be incorporated into current templates or used to create a design from scratch. canva is ideal for basic graphics (like a thumbs-up icon for a statement announcing the outcomes of a class project, a bold arrow to highlight a portion of our assignment's instructions, or a photo of your class with the date imprinted on it). when our design is complete, we can save it as an image file and post it straight to our course website or learning management system (lms), or we can share it using the url supplied by canva. therefore, students' and teachers' learning can be promoted by using canva. smaldino et al. (2015) claim that using visuals in the classroom, such as canva, can accomplish several goals, such as generating concrete interpretations of abstract concepts, inspiring students, directing their attention, repeating information, helping them remember what they already know, and improving learning. canva is thought to be a tool that can transform abstract ideas into concrete sitemaps in just a few clicks. furthermore, it may establish a pleasant learning atmosphere through the amenities given, impacting students' focus, memory, and attitudes. students that are upbeat about their condition will be upbeat about what they are doing and are more likely to participate in the learning process through direct attention. teachers are developing a range of technology-based instructional tools to meet these learning objectives. teachers may utilize canva's capabilities to produce instructional material (smaldino et al., 2015). perceptions the consciousness of specific tangible objects that are physically present to the senses has been described as perception on occasion. an organism's ability to perceive is how it gathers specific information about its surroundings (febrianara, 2015). people organize and interpret the patterns of environmental stimuli through a process called perception (atkinson & adolphs, 2005). perception is the first step in comprehending an idea. the process of perception is the name given to the information gathered from the environment. in other words, the erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 417 perception of the information around us influences how we process information. research methodology the researcher employed the descriptive quantitative method in this study. that method was used by the researcher to describe students' and teachers' perceptions of canva's use in language teaching. when data was described objectively or using a questionnaire. the participants in this study were 31 third-semester 2021 students and 5 lecturers from the english education department at iain fattahul muluk papua. questionnaires were used as the research instrument for gathering data. sugiyono (2017) claims that a questionnaire is a method of gathering data in which a set of questions or written questions are provided to the respondents. using google forms, the researcher in this study used the direct distribution of questionnaires to participants. the questionnaire was used to measure the students' and teachers' perceptions of the use of canva in language learning. this questionnaire consisted of three categories, namely usefulness items, ease of use items, and access items of canva. the questionnaire was applied by the researcher using pearson productmoment to check the validity, with the result t table being 0.4 and t count >0.4 which indicates that the questionnaire was valid. besides, for reliability, the researcher used alpha cronbach, with the result >0.7 which indicates that the questionnaire was reliable to use. questionnaires are scaled with a likert scale and then used using spss or excel to process or calculate the data. the questionnaire items were measured with statistical-numerical results ranging from 1 – 4: 1: strongly disagree 2: disagree 3: agree 4: strongly agree, results & discussion results this study found out about teaching english with canva: students' and lecturers' voices at iain fattahul muluk papua. this study made use of questionnaires that were distributed to participants via google forms. questionnaires are graded on a four-point scale or a likert scale and then analyzed with spss or excel. the researcher provides twelve questions, but the results in this section have been 418 | english franca, vol. 6, no. 2, 2022 divided into three sections: canva usefulness items, canva ease of use items, and canva access items. table 1. the students’ voice on using canva as means to be a useful tool in english language teaching no. items statements 1 2 3 4 % 1. usefulness items canva is great for creating learning media 0 2 17 11 79.8 canva application is easy to understand 1 3 18 9 78.2 canva facilitated teachers and students to be more creative 0 2 11 18 87.9 total 1 7 46 38 81.9 the data above revealed that two students selected disagree, seventeen selected agree, and eleven selected strongly agree for statement 1. the overall percentage is 79.8% and the score is 99. statement 2 showed that nine students strongly agreed, nine students agreed, one student disagreed, three disagreed, eighteen agreed, and one student strongly disagreed. the overall percentage is 78.2% and the score is 97. according to statement 3, two students selected disagree, eleven selected agree, and eighteen selected strongly agree. with an overall percentage of 87.9%, the score is 109. with a total percentage of 81.9%, it can be inferred from the description above that the majority of students view the use of canva as a useful tool in the teaching of the english language. table 2. the students' voice on using canva as means to ease of use tool in english language teaching no. items statements 1 2 3 4 % 2. ease of use items canva makes learning and teaching simple. 1 4 19 7 75.8 canva application enhances online instruction and learning 1 9 14 7 71.7 effectively enhances learning media with the canva application 0 8 15 8 75 distributing canva's 1 4 16 10 78.2 erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 419 educational materials is simple. the technology requirement can be helped by the canva application. 0 3 20 8 79 total 3 28 84 40 75.9 the data above show that for statement 1, 1 student selected strongly disagree, 4 selected disagree, 19 selected agree, and 7 selected strongly agree. the overall percentage is 75.8% and the score is 94. according to statement 2, 1 student selected strongly disagree, 9 selected disagree, 14 selected agree, and 7 selected strongly agree. 89 out of 100 is the final score or 71.7%. statement 3 showed that 15 students selected agree, 8 selected strongly agree, and 8 selected disagree. 75% of the total score, or 93, is earned. in response to statement 4, 1 student selected strongly disagree, 4 selected disagree, 16 selected agree, and 10 selected strongly agree. the overall percentage is 78.2% and the score is 97. statement 5 showed that 8 students strongly agreed, 20 students agreed, and 3 students disagreed. with a percentage of 79%, the overall score is 95. as can be inferred from the summary above, 75.9% of students view canva favorably as an approachable tool for teaching english. table 3. the students’ voice on using canva as means to be an easy to access tool in english language teaching no. items statements 1 2 3 4 % 3. access items canva is an interesting application to use 0 3 13 15 84.6 canva is one of the best choices for learning application 0 4 21 6 76.6 the images, fonts, colors, and videos in canva are very attractive. 0 3 8 20 88.7 i like to try exploring the canva application. 0 2 14 15 85.4 total 0 12 56 56 83.8 by the aforementioned data, statement 1 indicated that two students selected disagree, thirteen selected agree, and fifteen selected strongly agree. the overall grade is 105 and the percentage is 84.6%. statement 2 showed that six students strongly agreed, twenty-one 420 | english franca, vol. 6, no. 2, 2022 agreed, and four students disagreed. with a percentage of 76.6%, the overall score is 95. statement 3 showed that twenty students strongly agreed, eight agreed, and three students disagreed. with an 88.7% percentage, the final score is 110. according to statement 4, 2 students selected disagree, 14 selected agree, and 15 selected strongly agree. with a percentage of 85.4%, the overall score is 104. based on the description above, it can be concluded that the majority of students, with an overall percentage of 83.8%, have a positive perception of canva as an easy-to-use tool in english language teaching. according to the three items above regarding the students’ voice on using canva in english language teaching, the researcher concludes them all into one diagram below: diagram 1. total all percentage of the students' voice on using canva in english language teaching from the diagram above, the researcher concludes that the three items of using canva in english language teaching have a positive perception on students of fattahul muluk papua. the percentage of used items is 81.90%, ease of use items is 75.90%, and access items are 83.80%. table 4. the teachers’ voice on using canva as means to be a useful tool in english language teaching no. items statements 1 2 3 4 % 1. usefulness items canva is great for creating learning media 0 0 3 2 70 canva application is easy to understand 0 1 2 2 80 usefulness items, 81.90% ease to use items, 75.90% access items, 83.80% usefulness items ease to use items access items erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 421 canva facilitated teachers and students to be more creative 0 0 1 4 95 total 0 1 6 8 81.6 according to the data presented above, statement 1 indicated that three lecturers chose to agree and two chose strongly agree. the final score is 17 with a percentage of 70%. statement 2 stated that one lecturer disagreed, two lecturers agreed, and two lecturers strongly agreed. the overall score is 16, with an 80% success rate. statement 3 indicated that one lecturer selected agree and four selected strongly agree. the overall score is 19 out of a possible 20, and the percentage is 95%. based on the description above, it can be concluded that the majority of lecturers, with a total percentage of 81.6%, have a positive perception of canva as a useful tool in english language teaching. table 5. the teachers’ voice on using canva as means to ease of use tool in english language teaching no. items statements 1 2 3 4 % 2. ease of use items canva makes learning and teaching simple. 0 0 4 1 80 canva application enhances online instruction and learning 0 0 2 3 90 effectively enhances learning media with the canva application 0 0 2 3 90 distributing canva's educational materials is simple. 0 0 4 1 80 the technology requirement can be helped by the canva application. 0 0 1 4 95 total 0 0 13 12 87 according to the data above, statement 1 showed that four lecturers chose to agree and one chose strongly agree. the overall score is 16 with an 80% percentage. according to statement 2, two academics agreed and three lecturers strongly agreed. the total score is 18 out of a possible 100. according to statement 3, two professors chose to agree, while three picked strongly agree. the total score is 18 out of a possible 100. according to statement 4, four lecturers agreed and one strongly agreed. the overall score is 16 with an 80% percentage. according to 422 | english franca, vol. 6, no. 2, 2022 statement 5, one lecturer agreed and four others strongly agreed. the overall score is 19 and the percentage is 95%. with an overall percentage of 87%, it can be inferred from the description above that most lecturers have a favorable opinion of canva as an approach to being an easy-to-use tool in english language teaching. table 6. the teachers’ voice on using canva as means to be an easy access tool in english language teaching no. items statements 1 2 3 4 % 3. access items canva is an interesting application to use 0 0 2 3 90 canva is one of the best choices for learning application 0 2 3 0 65 the images, fonts, colors, and videos in canva are very attractive. 0 0 1 4 95 i like to try exploring the canva application. 0 0 2 3 90 total 0 2 8 10 85 following the information above, statement 1 revealed that two lecturers selected agree and three selected strongly agree. the percentage is 90% with a total score of 18. statement 2 showed that three lecturers agreed while two chose to disagree. the percentage is 65% and the overall score is 10. statement 3 showed that 1 lecturer selected agree, while 4 selected strongly agree. nineteen is the total score, and the percentage is 95. statement 4 showed that two professors selected agree, and three selected strongly agree. the percentage is 90% with a total score of 18. according to the description above, 85% of lecturers have a favorable opinion of canva as a tool that is simple to use and accessible for teaching the english language. according to the three items above regarding the lecturers’ voice on using canva in english language teaching, the researcher concludes them all into one diagram below: erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 423 diagram 2. total of all percentage of the lecturers’ voice on using canva in english language teaching from the diagram above, the researcher concludes that the three items of using canva in english language teaching have a positive perception on lecturers of fattahul muluk papua. the percentage of used items is 81.60%, ease of use items is 87%, and access items are 85% discussion according to the data which have been processed and calculated, the researcher found that the students' and teachers' voices on using canva in english language teaching in iain fattahul muluk papua are in positive perception. based on the findings of the twelve questionnaires, the majority of the 31 students and 5 professors agree that canva is an excellent application for english language instruction. this is consistent with smaldino et al. (2015)'s argument that canva provides capabilities that teachers may utilize to create instructional material. as a result, this study supports smaldino's hypothesis that the canva program may be utilized as an english teaching tool. as means useful tool in english language teaching, lecturers and students have a positive perception when they this application during the teaching and learning process. which, canva is good for learning, easy to understand, and makes teaching and learning more creative. in line with smaldino (2015), he stated that canva and other graphics in the classroom can be used to: produce concrete abstract ideas, encourage students, offer direct attention, repeat material, remember prior knowledge, and make learning more interesting. furthermore, alkhoeri (2021) stated that canva is an online graphic design tool that usefulness items, 81.60% ease to use items, 87% access items, 85% usefulness items ease to use items access items 424 | english franca, vol. 6, no. 2, 2022 students to effortlessly create a variety of unique elt materials. it all means that the lecturers and students feel that canva application is the one app that is useful for english language teaching. in ease-of-use tools, lecturers and students also have a positive perception of using canva in english language teaching. they feel that canva can fulfill all aspects of online learning such as being easy to use, effective, improving the teaching and learning process, and easy to distribute. as stated by elsa & anwar (2021), the supplement function of canva (1) canva aided teachers in creating learning media, and (2) the canva application enhanced the online teaching process. the substitution function in canva is as follows: (1) canva application effectively improves learning media, (2) canva learning media is simple to distribute to students, and (3) canva application can assist with technology requirements in the last item, an easy access tool in english language teaching, lecturers and students have the same perception, namely positive perception. for this last item, lecturers and students feel that canva provides everything for the teaching and learning process such as video, images, and colors. besides, canva becomes an interesting app and a good choice for the learning and teaching process. accordingly, the student's and lecturers' voices on using canva in english language teaching in iain fattahul muluk papua have a positive perception in all aspects such as usefulness, ease of use, and easy access. conclusion based on the findings of this study, the researcher concludes that the majority of students and lecturers view the use of canva in english language instruction favorably. according to the theory, three indicators serve as a point of reference for learning how students and lecturers feel about using canva in english language instruction. the researcher obtained the data from students' and lecturers' voices confirming that canva is a good application for english language teaching. based on the finding of the research, the researcher found that canva is a usefulness tool for english language teaching. canva is also ease of used tool for english language teaching which is easy to use, effective, improves the teaching and learning process, and is easy to distribute. in the end, canva has easy access because canva provides everything for the teaching and learning process such as video, images, and colourful. erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 425 besides, canva becomes an interesting app and a good choice for the learning and teaching process. references al khoeri, a. f., nuraini, w., ramdani, r., & agum, s. 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(2021). integrating primary and secondary sources into teaching: the sources framework for authentic investigation. teachers college press. 428 | english franca, vol. 6, no. 2, 2022 empty page english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6442 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license analysis of teacher's feedback on students in writing recount text at senior high school winda sari, sholihatul hamidah daulay ¹ universitas islam negeri sumatera utara, medan, indonesia ² universitas islam negeri sumatera utara, medan, indonesia corresponding email: sholihatulhamidah@uinsu.ac.id introduction students learn to write from words, sentences, and paragraphs arranged into a text. writing is a textual activity that allows you to describe your thoughts, ideas, and emotions. writing is an interpersonal communication system. that employs a variety of language forms (jalaluddin, md. yunus, & yamat, 2011). writing abilities are necessary in school, and teachers must assist students through writing activities. students may face various challenges when beginning to write in order to develop better writing. writing skills can be fostered in students through regular and ongoing practice.some of the challenges that can arise in student writing activities are that students do not have an idea how to start writing texts, students do not master vocabulary and grammar, and students do not write texts or paragraphs coherently and cohesively. the same thing was expressed by poudel (2018) who stated that text coherence and cohesion are very important for understanding and interpreting messages in writing. to overcome the challenges above, it is very important for teachers to be involved in the student writing process, namely by providing feedback or feedback on student writing. teacher input is essential for enhancing student writing. feedback will also greatly assist pupils in improving the quality of their writing and motivating them to write. a study that looked at written instructor feedback helps students improve their writing talents and abstract this study aims to examine the types of written feedback given by teachers on the writing of eleventh grade senior high school students at sma tarbiyah islamiyah. this study is designed as a qualitative study, the participants of this study were 32 high school students in the class. xi majoring in science and 32 students majoring in social studies. the total of all students studied was 64 people. the instrument used was document analysis to examine the type of written feedback given by the english teacher on the writing results of tenth grade students majoring in social sciences (ips) and natural sciences (ipa). the instrument used in this study was document analysis which aims to determine the type of feedback given by the teacher in recount texts written by students the findings revealed that the two teachers used different written feedback on students' writing. teachers who teach in the science major tend to use direct written feedback and teachers who teach in the social sciences department use indirect feedback. it can be concluded that the reason for the different types of written feedback used is because teachers who teach in science majors think that direct feedback is more detailed and understood more quickly by students. meanwhile, teachers who teach in the social sciences major argue that by providing written feedback indirectly it can encourage students to think and make students more curious about the mistakes they write and students can ask questions to the teacher. keywords: writing, recount text, written feedback. http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:sholihatulhamidah@uinsu.ac.id winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 94 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) influences students' cognitive, affective, and behavioral factors, according to students' assessments of teacher feedback. feedback is also very motivating for students provided, which encourages them to remedy faults or errors in their writing output.this research also shows that teachers are more pleased with the feedback given because they can get more information about the mistakes students write so that they can improve students' writing results. there are many types of feedback strategies that teachers commonly use in correcting student writing, for example direct feedback, indirect feedback, peer-to-peer feedback, and verbal feedback. ferris et al. (2012) said that direct feedback means that the teacher provides feedback by providing the correct form of language for mistakes or errors made in student writing, while indirect feedback is when the teacher only gives symbols, codes, or marks on student writing. giving signs, symbols, and codes in indirect feedback can be done by giving underscores, circles, symbols, and codes. in indirect feedback, the teacher does not state the correct form of language but only gives signs or symbols to words or sentences where there are errors. in fact, the feedback provided by the teacher is often unclear. this can confuse kids, and they may not know how to edit or revise their writing. according to ellis (2008), it is critical for teachers to get aware with the various sorts of feedback and comprehend their impact on student writing.therefore, the types of feedback given by the teacher must be understood by students. in this case, this study aims to find out the type of written feedback given by the teacher on the eleventh grade students' recount text. the research question is: what types of written feedback are given by the teacher on students' written recount texts? theoretical framework writing one of the linguistic abilities that must be achieved by students is writing skill. some experts put forward various definitions of writing as said by nunan (2003) writing is a mental activity to create ideas, think how to express these ideas, and put them in a statement and paragraphs that will be understood by readers. nunan also stated that writing is a thinking process that involves distinguishing ideas, considering how to represent ideas in effective writing, and transforming these ideas into coherent statements and paragraphs. this suggests that writing is an activity in which ideas, thoughts, and feelings are expressed in written form.the definition of writing is also put forward by harmer (2007) who states that writing is a productive skill related to speaking skills. productive skills are related to reading and writing. writing is a process of exploring one's thoughts and learning from writing activities. in other words, writing is an activity in which thoughts and feelings are expressed in written form. so that it can be understood by readers. these activities can be summarized as writing as a means of communicating indirectly. writing is a very difficult skill for some students. richards & renandya (2002) state that the difficulties lie in finding and compiling ideas using the right choice of vocabulary, sentence and paragraph structures and pouring those ideas into text that readers can understand. richards, hull, & proctor (1990) also stated that writing skills were considered difficult for students learning english as a foreign language. students experience difficulties in writing because they do not have confidence in writing. jarvis (2002) said that most students do not like to write because they feel that if they can't do it right the first time they have to write. students think that they have no ability in grammar, and this becomes one of the obstacles in writing. therefore, students need support and assistance from the teacher to be able to write. because writing can help students analyze, convey, and think critically about what they read. providing feedback can also help students to increase their motivation in writing. according to lewis (2002), the purpose of providing feedback by a teacher is to motivate students. this means that providing feedback is needed by students to improve student writing. winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 95 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) written feedback to overcome students' difficulties in writing texts, the role of the teacher is very important. teachers can help by providing feedback on student writing. according to wahlström (2014) feedback is detailed information offered by the teacher to students in relation to activities assigned to them learning process. in improving students' writing skills, feedback has a significant impact. therefore the involvement of teachers with students is very important. through giving feedback, students can find out what and how they should improve their writing. providing feedback on student writing will encourage students to improve writing skills. ferris (2002) says that written feedback refers to the teacher's or peer's response to student writing (official or unofficial) whether the writing is still in the form of a draft or the last revision. meanwhile, d. r. ferris, 2012 defines feedback as a correction to grammar. written feedback provided by the teacher is very necessary to improve students' writing skills and to improve their writing skills. a teacher has a very important responsibility and role in the success of his students. applying feedback in the teaching and learning process in class is very important in achieving learning objectives related to the topics discussed at the meeting at that time. teachers should provide feedback to help students improve their writing. reid (1993) says that teacher feedback should assist students in developing their writing skills by communicating feedback that is sufficiently detailed to enable students to act and make changes in their writing. the feedback given can be in the form of teacher comments, orders, and questions. feedback in the form of comments can be done in writing or orally or directly to students. giving feedback is not only done by the teacher but students can also provide feedback which is known as peer-to-peer feedback. there are two types of written feedback, direct and indirect. d. ferris et al., (2012) stated that direct feedback is a feedback approach that provides the correct form of language or the linguistic structure of the target language to assist pupils remedy mistakes. the teacher will correct the incorrect word or vocabulary in the student's writing through direct feedback. the instructor will also provide the correct form of grammar when students write mistakes in their writing. d. ferris (2002, 2003) categorizes direct feedback into four categories, namely deletion, insertion, replacement, and reformulation. deletion means deleting the wrong word in writing or text. insertion, namely placing the correct answer in the wrong writing; replacement is to change the error word to the correct word. while formulation means rewriting the wrong parts of students' writing by giving examples of how they should write correctly. d. ferris & roberts (2001) also stated that direct feedback is giving the correct form in students' writing so that students only need to write down the corrections given by the teacher into the final version of their writing. this means the teacher corrects student writing by giving or telling students the correct answers to student writing. d. ferris (2002, 2003) provides examples of this type of direct feedback in the table below: table 1. immediate feedback winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 96 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) in the table above, we can see several examples of direct feedback to correct student writing. deleting, is done by giving a stroke in a word that is considered to have an error. inserting is accomplished by placing a word as a complement on top of an incomplete sentence. replacing, is done by replacing the wrong word and writing it in the correct form above the wrong word. while rewritingthis is accomplished by rewriting the proper sentence as a replacement for a sentence that is considered incorrect in an article. on the other hand, ellis (2008a) states that written feedback is divided into six types, including: 1) direct feedback, in which the teacher immediately gives the correct form of the corrected word, 2) indirect feedback, in which the teacher shows errors that appear in writing but do not give the actual form, 3) metalinguistic, namely the teacher gives a kind of metalinguistic instructions about errors in student writing, 4) feedback focus, which is related to whether the teacher attempts to improve all (or the majority of) student errors or selects one or two specific types of faults to be fixed, 5) electronic feedback in which the teacher provides feedback out mistakes made by students in their writing and provides hyperlinks to related files that provide the correct form of use, and 6) reformulation or rewriting, i.e. rewriting the entire student text in order to improve the wording used look like used by native speakers to keep the contents of an original text intact. indirect feedback the second type of written feedback is indirect feedback. according to d. ferris & roberts (2001), indirect feedback is feedback provided by the teacher by simply showing that there is an error without giving the correct form, but letting students identify and correct it themselves. the teacher only gives corrections and students have to revise their writing to be correct. according to d. ferris (2002, 2003), there are three types of indirect feedback; coded indirect feedback, uncoded indirect feedback, and comments. in coded indirect feedback, the teacher only underlines errors in student writing and the teacher writes symbols or codes over writing errors made by students. in non-coded indirect feedback, the teacher simply circles the student's writing or error without placing a symbol over the student's writing error. harmer (2004) says that giving comments is an indirect feedback strategy in which the teacher gives comments on students' writing related to what they have written and what they should write to improve it. this feedback does not provide instructions for students to make corrections but the teacher only provides comments on student writing. table 2 below provides examples of indirect feedback (d. ferris, 2002, 2003). table 2. indirect feedback the teacher delivers a code in coded feedback on top of the errors students write. in the first sentence above, the teacher writes 'ww' (incorrect word),'ss' (incorrect sentence construction), and 'vt' (incorrect verb tense). this means that students make mistakes in a word, mistakes in writing sentence structures, and mistakes in the tenses used but the teacher does not give the correct form to the codes given. students are left to think for themselves to revise their writing in the correct form. in uncoded feedback, or the second winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 97 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) sentence, the teacher only gives a sign (_) and (^) to a word that is considered to have an error without giving the correct form. students must correct the writing that the teacher has given the signs or codes. recount text in english, understanding a text is very important. this aims to enrich knowledge and help students simplify the process of writing texts. there are various types of texts in english that students must learn, these various types of texts are known as genre-based approaches or genre-based texts. according to halliday & matthiessen (2004) in systemic functional linguistics or systemic functional linguistics, focuses on a genre-based approach to teaching second language writing, endeavors to assist students comprehend their goal of writing, the readers who write the writing, how to write the composition the text (text organization). therefore, each text has a different definition, generic structure, and purpose which helps students to understand and recognize that type of text. martin (1985) states that genre is how things are done and language is used to achieve those things. meanwhile, hyland (2007) states that text groups share the same characteristics and are easy to identify. sideway (quoted from chen & su, 2012) categorizes types of text into 7 types of text: recount, narrative, explanation, information report, method, discussion, and exposition are all forms of exposition. each sort of text has unique characteristics and structures. currently, the genre-based approach (gba) is used in all indonesian schools. according to emilia (2011), a genre-based strategy is one that consists of four steps: 1) knowledge formation, 2) text modeling, 3) text construction, and 4) text independent construction. recount text is one of the texts that students learn in school. from junior high to high school, students study recount text. a recount text is one that reports about events or activities. recount writing typically describes someone's experience. recount text is a sort of text that systematically retells past events with the objective of conveying what happened (anderson & anderson, 1997).the goal of this work is to share or tell readers about prior experiences or to entertain them. according to gerot and wignell (1994), a recount text is one that retells past events in order to enlighten or entertain the reader about what and when it happened. as previously explained that each text has a different text structure and purpose. recount text has three structures: orientation, events, and re-orientation (gerot & wignell, 1994). orientation introduces the reader who is involved in the story, where and when the events occur. events tell about activities or actions that occur chronologically. this means that there is continuity between one event and another in sequence. the last structure is reorientation, which is the closing of the text or the conclusion of a text. in this paragraph, the author can give his opinion on these events. in addition to the text structure, recount text also has linguistic features that must be learned by students. the linguistic elements of recount text are focusing on certain actors, using action verbs, showing the setting of place, time, and using the past tense, and focusing on the time sequence (gerot & wignell, 1994). material and method this study is designed as a qualitative study. the purpose of this study was to determine the type of feedback given by the teacher on students' recall text writing. there are two majors in the eleventh grade of sma tarbiyah islamiyah medan, the science major and the social sciences major. teachers who teach are different for the two majors. this study's sample consisted of eleventh grade pupils from tarbiyah islamiyah medan senior high school, deli serdang regency, majoring in natural sciences and social sciences. this study's participants were 32 senior high school students in class. xi majoring in natural sciences and 32 students majoring in social studies. the number of male students from the science department is 16 and 16 female students. meanwhile, the number of male students from the social sciences department was 15 and 17 female students. the total of all students studied was 64 people. the instrument used in this research is document analysis. analysis of student documents aims to determine the type of feedback given by the teacher in recount texts written by students. to find out the type of feedback given by students, the winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 98 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) framework developed by d. ferris (2002, 2003) was used to analyze the results of students' writing that had been given feedback by the teacher. table 3. frameworks feris developed feedback types of direct feedback indirect feedback type delete coded insert uncoded replace commentary rewrite results and discussion results after analyzing the written documents of students majoring in science that have been given feedback, it can be stated that the teacher delivers both direct and indirect textual feedback to students when they write. the table below illustrates the specifics of direct and indirect written feedback. the table above shows that the teacher gives two types of written feedback on students' writing, direct and indirect feedback. based on the written feedback, it can be illustrated that teachers in science classes use direct feedback in the form of insertion, substitution, deletion, and reformulation. the teacher gave 22 times of insertion or 19.6% (22/112), 44 times of replacement or 39.2% (44/112), 7 times of deletion or 6.2%, and 5 times of reformulation or 4.4%. the table also shows that most teachers use substitutes in their direct feedback which appears the highest frequency of 39.2% or 44 times in student writing. table 4 also shows that teachers use indirect feedback. the teacher provides indirect feedback in the form without code and comments. referring to the teacher's focus on providing written feedback, teachers often provide feedback that focuses on grammar. in addition to grammar, vocabulary and organization are the focus of the teacher in providing written feedback to students. for more detailed information related to teacher focused written feedback, see the table below. winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 99 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) table 5 table of teacher focus in providing feedback to science majors written feedback focus amount percentage grammar 83 74% vocabulary 19 17% organization 10 9% total 112 100% based on the table above, the focus of the teacher's written feedback can be seen. focus on grammar is the highest amount that appears in written feedback. 83 of the feedback focused on grammar out of 112 of the written feedback provided by the teacher in student writing. meanwhile, 19 feedback focused on vocabulary and 10 feedback focused on organization were given by the teacher in this science class. after analyzing the writing results of students majoring in social studies who had been given feedback by the teacher, the data showed that the teacher gave indirect feedback more often than direct feedback. this can be seen from the table below. table 6. number of written feedback on ips department written feedback amount percentage(%) immediate feedback: insert (insertion) 4 5% replace (substitution) 6 6% delete (deletion) 3 3% rewriting (reformulation) 1 1% indirect feedback: coded uncoded (uncoded) 39 39.3% commenting (commentary) 14 14% question (question statement) 19 19% instructions 13 13% total 99 100% based on the table above, it can be illustrated that there were 99 written feedbacks consisting of direct and indirect feedback. there is direct feedback 14 times out of 99 feedback given by the teacher. 14 times divided into insertion (4/99), substitution (6/99), deletion (3/99), and reformulation (1/99). in giving indirect feedback, teachers often use uncoded feedback in the form of a circle. the number of uncoded feedbacks was obtained 39 times out of 99 feedbacks. in addition, feedback in the form of comments was given 14 times and in the form of questions in student writing was obtained 13 times out of 99 feedback. the use of indirect feedback in non-coded form is very dominant given by teachers who teach in the social studies department. to find out the focus of the teacher's written feedback, table 7 below shows the detailed aspects of the feedback provided by the teacher in the social studies major class. table 7. winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 100 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) teacher focus in providing feedback on social sciences majors written feedback focus amount percentage grammar 59 59% vocabulary 5 5% organization 35 36% total 99 100% it can be seen from the table above that teachers who teach in the social studies department focus on grammar and also the organization of recount texts in correcting students' writing. the frequency indicated that there were 59 feedbacks regarding grammar out of 99 written feedbacks given. 35 feedback on correcting text organization and 5 feedback focusing on providing corrections to vocabulary. apart from focusing on grammar, the teacher also focuses on providing corrections to the organization or structure of the recount texts written by students. however, the teacher only made 5 corrections to the vocabulary in the student's writing. discussion based on the data obtained, it was found that there was a tendency for teachers to give feedback on students' writing. since there were two classes analyzed in this study, the researcher found that each teacher used a different type of feedback in providing feedback on students' writing. there are two types of feedback that teachers use in correcting student writing, namely direct and indirect feedback. the difference in the amount of the two types of feedback will be described in detail with the image below. figure 1. the trend of the type of feedback given by the teacher the picture above shows a comparison of the types of feedback given by science majors and social studies teachers. teachers who teach in the science major and teachers who teach in the social sciences department use the same type of feedback: direct and indirect feedback but the frequency or amount is different. teachers who teach in the science department use more direct feedback than indirect feedback. the figure above shows that 70% or 78 of the 112 written feedbacks given by the teacher were direct feedback and 30% or 34 of the 112 feedbacks were indirect feedback. these findings indicate that the highest frequency of feedback used by teachers in the science department in providing feedback is direct feedback. winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 101 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) according to ellis (2008b) providing direct feedback helps students to understand their mistakes and understand how to correct them in subsequent writing. the same thing was stated by d. ferris (2003) who stated that giving direct feedback gives form or replaces it to the correct form by deleting and inserting the correct form or reformulating sentences in student writing. in contrast, the figure above also shows that teachers who teach in the social studies department more often provide indirect feedback than direct feedback. the figure shows that the feedback given to students' writing as much as 88% or 85 of 99 written feedback is a type of indirect feedback and 12% or 14 of written feedback from 99 feedback given to students' writing is a type of direct feedback. based on the data obtained, these findings indicate that the highest frequency of the type of feedback used in providing feedback to the ips major is the indirect type of feedback. providing this type of indirect feedback will help students find out the mistakes they wrote in their writing and it will encourage students to revise them into the correct form. according to d. r. ferris & hedgcock (2004) indirect feedback has the greatest potential to help students develop proficiency in using a second language and develop students' metalinguistic knowledge. this means that students can think about what they should do to revise their writing properly without the help of their teacher. non-coding feedback has the greatest potential to assist students in developing proficiency in using a second language and helping students improve their metalinguistic knowledge (d. r. ferris & hedgcock, 2004). conclusion the findings from the analysis of student written documents that have been given feedback by the teacher show that teachers, who teach in the science department, when providing corrections to student writing in recount texts, use more types of direct feedback in the form of insertion, deletion, replace (substitution), and rewrite (reformulation). in contrast, teachers who teach in the social studies department often use a type of indirect feedback in the form of providing comments and codes on students' writing when correcting students' writing results in recount texts. acknowledgement in the name of allah, the most gracious, the most merciful, first of all, the writer would like to thank the presence of allah swt, the lord of the worlds and our lord prophet muhammad saw, may peace and blessings be upon him, his family and his followers. i would like to thank the influential lecturer in the academic writing for publication subject, ma'am dr. sholihatul hamidah daulay m. hum, thank you for your patience and contribution in guiding, inspiring and motivating me to complete my research article. may allah always protect him and his family. references anderson, m., & anderson, k. 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(2002). giving feedback in language classes. the university of auckland : seameo regional language centre. martin, j. r. (1985). language, register and genre. children writing: reader, 1(1), 984. nunan, d. (2003). practical english language teaching. new york: mcgrawhill/contemporary. poudel, a. p. (2018). academic writing: coherence and cohesion in paragraph. 1(1), 1–10. retrieved from https://www.researchgate.net/publication/322537095_academic_writing_coherence_a nd_cohesion_in_ paragraph. reid, j. m. (1993). teaching esl writing. retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=cat03043a&an=bupn.001726 98&site=eds-live https://doi.org/10.1017/cbo9781139524742.007 https://doi.org/10.1017/s0261444812000250 https://doi.org/10.4324/9781410611505 https://doi.org/10.1016/s1060-3743(01)00039-x https://books.google.co.id/ http://www.amazon.co.uk/how-teach-writinghttp://www.amazon.co.uk/how-teach-writinghttp://www/ https://doi.org/10.1016/j.jslw.2007.07.005 http://www.researchgate.net/publication/322537095_academic_writing_coherence_and_cohesion_in_ http://www.researchgate.net/publication/322537095_academic_writing_coherence_and_cohesion_in_ http://search.ebscohost.com/login.aspx?direct=true&db=cat03043a&an=bupn.00172698&site=eds-live http://search.ebscohost.com/login.aspx?direct=true&db=cat03043a&an=bupn.00172698&site=eds-live winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 103 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) richards, j. c., hull, j. c., & proctor, s. (1990). the language teaching matrix. in the language teaching matrix (fourth). https://doi.org/10.1017/cbo9780511667152. richards, j. c., & renandya, w. a. (2002). methodology in language teaching : an anthology of current practice (second). england: cambridge university press. suryani, i., & daulay, s. h. (2022). students’ perceptions on writing activities by using padlet application. the proceedings of english language teaching, literature, and translation (eltlt), 11(1), 175–188. retrieved from https://proceeding.unnes.ac.id/index.php/eltlt2021/article/view/1658. https://doi.org/10.1017/cbo9780511667152 https://proceeding.unnes.ac.id/index.php/eltlt2021/article/view/1658 winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 104 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) ----------empty page--------- english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5445 the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores noni apriani university of bengkulu noniapriani94@gmail.com safnil arsyad university of bengkulu safnil@unib.ac.id abstract the journal article (henceforth ja) title is regarded as an advertisement to promote the content of the research article to potential readers. the authors must write and organize their titles to be attractive by paying attention to the syntactic features of titles. this research aims to investing the average length, syntactic features, and the differences of ja titles in applied linguistics at different sinta scores. the method used in this research was a mixed method with an exploratory sequential design. 120 ja titles were included as corpora of this research taken from six journals at different sinta scores. the analyses of data were conducted following cheng et al. (2012)'s framework on the syntactic features, while the analysis of the average length of ja titles by counting the parts of speech of the titles. the results show that the average length of ja titles was in the range of 10.5 to 13.55 words. moreover, there are three types of syntactic features of ja titles found in this research, namely nominal structure, compound structure, and verbing phrases. furthermore, all groups of journals in applied linguistics at different sinta scores tended to have the same average length and syntactic features of ja titles. the findings of this research give useful significance for indonesian authors in applied linguistics especially new or novice authors who should learn and use the common syntactic features of ja titles when writing an mailto:noniapriani94@gmail.com mailto:safnil@unib.ac.id 220 | english franca, vol. 6, no. 2, 2022 article in english to be submitted to reputable international journals. keywords: applied linguistics, journal article titles, sinta scores introduction in the article structure, a title is the first part of the journal article that the readers may write when writing a research article. also, it is the first part of the article read by readers when they want to find out the literature (lang, 2010 wager et al., 2016). moreover, the readers could decide whether they continue or stop reading the whole part of the article after reading the journal article title (tullu, 2019 yang, 2019). in other words, the ja title has an important function although it is written in terms of the sentence that contains some words. the ja title is regarded as an advertisement to promote the content of the research article to potential readers. the authors must write and organize their ja titles to be attractive by paying attention to some factors. jamali and nikzad (2011) suggest that several factors may affect readers' interest in a particular article; among other things 1) the quality of the journal where the article is published, 2) the accessibility of the article to wide readers, 3) the topic or subject of the article, 4) the popularity of the author/s writing the article, and 5) the attractiveness of the article title. therefore, authors must choose the words included in a title very carefully and the meaning connections between the words must be organized carefully. several researchers have conducted studies related to ja titles across disciplines in terms of the length of word count. anthony (2001) investigated the characteristic features of research article titles, including length, punctuation usage, word frequency, and preposition usage. this study included 600 research articles from six journals of the ieee computer society. in terms of the length of the titles, this study found that the average length of the titles in the field of computer science is between 8.0 to 9.9 words. soler (2007) examined the most recurrent structural constructions of titles in two different genres, namely, review papers (rvp) and research papers (rp) in two fields: biological sciences and social sciences. the corpus of this study consisted of 570 titles, of which 480 were rp titles and the remaining 90 titles were rvp titles, all covering the period 1996–2002. the results of the study revealed that the average length of ja titles in prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 221 biology, medicine, and biochemistry is 14.15 to 15.48 words while in soft sciences 7.98 words for linguistics and 12.63 for psychology. moattarian and alibabaee (2015) found a longer ja title in applied linguistics articles (12.88 words), dentistry (10.38 words), and civil engineering (13.54 words). according to moattarian and alababaee, the shorter titles in dentistry are because they contain more compound words and, unlike in social and hard sciences, authors in dentistry as in other medical sciences do not need to give detailed information on the study. according to cheng et al. (2012), ja titles in applied linguistics are constructed using at least five different syntactic structures: compound, nominal, full-sentence, v-ing phrase, and prepositional phrases. according to cheng et al., among the five different structures, compound titles constitute the most dominant titles followed by nominal titles. cheng et al. suggest that this is probably because the compound titles allow authors to connect two or more important variables in a study and provide greater flexibility in organizing information. yang (2019) investigated ja titles in applied linguistics published from 1990 to 2016 by international reputable journals indexed by the web of science and organized by thomson reuters. yang found that the titles became longer over time, containing more keywords to expand the visibility of the jas and improve their citations. it is because from 2011 to 2016 research interests in applied linguistics became much more diverse and as a result, more keywords were used to accommodate the diverse research topics. doykova (2016) investigated 500 ja titles in the field of medicine and dental medicine written in english by bulgarian authors. this study found that the most dominant title type was the nominal title. other types of titles are also found in the study, such as compound, prepositional phrase, full-sentence, question, and v-ing type titles. scholars have investigated the length and the syntactic structure of ja titles written in english by native and non-native speakers. however, as far as we are concerned, no study compared the syntactic features of ja titles published in different ranking journals such as different quartile values, impact factors, and sinta scores. this is the rationale for this study to investigate the length and syntactic structures of ja titles published in different-ranking indonesian journals. by knowing the differences in length and syntactic structures of titles of the two groups of jas, indonesian authors such as university students and lecturers can be familiar with the length and syntactic 222 | english franca, vol. 6, no. 2, 2022 structures of each journal with a different ranking. the research questions addressed in this research are as follows: 1) what is the average length of ja titles in applied linguistics published in indonesian accredited journals at different sinta scores? 2) what syntactic features are often used in the ja titles in applied linguistics published in indonesian accredited journals at different sinta scores? and 3) what are the differences between ja titles in applied linguistics published in indonesian accredited journals of different sinta scores? theoretical framework scholars have suggested the specific characteristics of a good ja article. bavdekar (2016), for example, argues that a good ja title can represent the research work to the fullest extent but concisely. the concise manner means that the ja title is written in a good syntactic structure by considering the use of part of speech, and the number of words. in terms of the length of the title, ‘longer titles contain more words and, therefore, more potential keywords, thus increasing the potential for retrieval’ (milojevic, 2017, p. 2). on the other hand, ja that has longer titles may be more difficult to digest and may reduce the attraction factor (hudson, 2016). therefore, the length of ja is suggested to not write too long and short, but it is informative, attractive, and concise. if it does not represent those factors, the ja will be a poorly written article. according to fox and burn (2015), a poorly written article title will be difficult to discover and read by potential readers. moreover, the author should write a title with appropriate syntactic structure concerning the use of certain features related to the content of the article. jacques and sebire (2010) claim that certain features related to the title of a scientific article influence the number of subsequent citations it receives. it assumes that there is a strong association between the length of the ja title and the title structure on citation rate and attracts potential readers. this shows that making an informative, attractive, and concise title seems a challenging task for some authors, especially indonesian authors in applied linguistics. the problem is that most of the article titles are too broad and they do not contest the information contained in the article (belcher, 2009). this may be one of the factors why articles were often declined by journal prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 223 editors. it is emphasized by the statement of ehara and takahashi (2007), adnan (2009), renandya (2014), jasrial et al. (2019), that the cause of manuscripts is declined by journal editors or reviewers because the language barrier, discourse structure, poorly writing quality, language errors, scope, and aims of the journals do not match and follow the submission's guidelines. those factors include the ja title's structure and length of word count. moreover, the ja title is often changed by the reviewer to make it suitable for the ja content. therefore, indonesian authors (e.g., university students or novice authors) should learn and be familiar with the length and syntactic structure of ja titles for their journal articles when they want to publish in accredited indonesian journals in applied linguistics that have been ranked by science and technology index (sinta) of indonesia. research methodology the method of this research was mixed-method. gay et al. (2011) point out that mixed-method is the combination of quantitative and qualitative approaches and the data of the study must be in form of quantitative and qualitative. the use of the mixed method in research activity aims at obtaining data to be more focused, valid, reliable, and objective (sugiyono, 2011). the type of mixed method used in this research is exploratory sequential design. the exploratory sequential mixed method research design is where the qualitative data is first collected and analyzed, and themes are used to drive the development of a quantitative instrument to further explore the research problem (creswell & plano, 2011). further, nicolau et al. (2015) state that the exploratory sequential mixed method research design is research that transfers or generalizes qualitative results using quantitative results. 1.1. the corpus of the research the corpus of this research consisted of 120 research article titles published in applied linguistics in an accredited national journal at different sinta scores. as stated by corder and foreman (2009) and the author et al. (2020), the minimum requirement of the corpus includes for genre analysis is 30 texts. for this reason, the total corpus involved in this study is 120 ja titles to fulfill the requirements of samples of this research. the detailed corpus was presented in the following table, table 1: the distribution of the corpus of the research no name of journal sinta code f p 224 | english franca, vol. 6, no. 2, 2022 value 1 siele (studies in language and education) sinta-1 a 20 16.67% 2 jefl (journal of english as a foreign language) sinta-2 b 20 16.67% 3 joall (journal of applied linguistics and literature) sinta-3 c 20 16.67% 4 elt worldwide: journal of english language teaching sinta-4 d 20 16.67% 5 jelt (journal of english language teaching) sinta-5 e 20 16.67% 6 jele (journal of english language and education) sinta-6 f 20 16.67% total 120 100% as shown in table 1, the total corpus of this study was 120 titles taken from six journals with different sinta scores. the technique of sampling used in this research was purposive sampling. sugiyono (2017) states that purposive sampling is based on certain considerations. the considerations in taking the samples of this research were; 1) the journals were indexed in sinta (values of 1-6). 2) the scope of journals published articles in the field of english applied linguistics. 3) the journals were open-access and the researcher can download the articles for free. 4) the articles were published in 2021. the recent articles published in those journals were to represent the updated information about the syntactic structures of article titles published in those journals. 1.2. the instrument of the research this study used an observation sheet to obtain information about the average length and syntactic structures of article titles in the corpus of the study. the observation sheet consisted of two types; these are observation sheets for syntactic structure and compound structure patterns (see appendix 1 for the instrument). the instrument was developed following the description and classification of ja title types suggested by cheng et al. (2012). 1.3. data analysis techniques prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 225 the function words such as definite articles (e.g., the) and indefinite article (e.g., a, and an) are not counted in this study because they are not content words (al-sulaimaan & alsinjari, 2018). the compound word (e.g., self-voicing), abbreviation, and an acronym, such as efl were counted as a single word in this study. yule (1965) suggests that a compound word is a joining of two separated words to produce a single word. an abbreviation is constructed by taking initial letters of multi-word sequences to become a new word, while an acronym is part of the abbreviation which is also the process of a new word formed from the initial letters of the constituent words of a phrase or sentence (zapata, 2007 & pujiyanti, 2019). 1.4. analyzing the syntactics structure types of article titles to answer the second question, we followed the theory of cheng et al. (2012). cheng informs that the syntactic classifications are nominal, compound, full-sentence, v-ing phrase, and prepositional phrase. to analyze the type of syntactic features of ja titles, the researcher saw the keywords of each type of syntactic structure. moreover, the researcher also saw the colon, dash, question mark, or period of the ja titles. the types, descriptions, and examples of these five different syntactic features are given in the table below. a general description of the research is important to show the basis of the research. it is a very brief introduction to the methodology section. table 3: syntactic structure types of the journal article titles (adopted from cheng et al., 2012) syntactic structure types description examples nominal it consists of one or more nouns i.e., that is, a head/s that can be preceded by premodifiers or followed by post-modifiers the effects of a phonological awareness intervention on the oral english proficiency of spanish-speaking kindergarten children compound it consists of two parts separated by a colon, dash, question mark, or period voice of efl mentor teachers: mentorship for mutual professional development. 226 | english franca, vol. 6, no. 2, 2022 full sentences it comprises a complete sentence or clause, including both declarative structures when grammar instruction undermines cohesion in l2 spanish classroom discourse, and interrogative structures, e.g., is there an academic vocabulary? v-ing phrases it is the –ing form of one or more verbs, followed by objects or modifiers of the verb(s). identifying the teaching of english to early young learners at stepping stones school surabaya prepositional phrases it starts with a preposition that is followed by the object of the preposition. toward a socioliterate approach to second language teacher education 2.5. inter-rater reliability analysis the data validation technique used in this research was by involving an independent co-rater. the co-rater was an alumnus of the postgraduate program of english education at the university of bengkulu who knows the structure of the research article and has a good command of discourse analysis. the reason for choosing her as a co-rater was that she did a similar study in the same field. to get a better understanding and analysis results, she was trained until she understood how to analyze the syntactic and the length of ja titles using the instrument. if there is any difference in analysis results, a discussion was held to achieve an agreement. after, the rater and co-rater finished analyzing the syntactic structure types in all article titles; the findings of each rater were compared to develop a broader and deeper understanding of how the different raters analyzed the ja titles. the analysis results between the two raters were analyzed using cohen’s kappa statistical analysis. the maximum score in the kohen kappa analysis is 1.00, and the minimum score was 0.00. if the final score of analysis from the rater and co-rater had been obtained, then the score was interpreted in the range score cohen‘s kappa value. cohen’s kappa statistics were calculated as percent agreement, in which it was the number of agreed scores divided by the total number of scores and multiplied by a hundred percent. the cohen’s kappa agreement score obtained was 0.82. several discussions were held between the two raters on the differences in the analysis results to get a full agreement. prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 227 results & discussion 3.1. results 3.1.1. the average length of ja titles the first analysis of this research was on the length of the titles in terms of the number of words. the results are presented in the following table. table 4. the average length of ja titles in word count no name of journal sinta value number of ja titles the average length of titles in word count 1 siele (studies in language and education) sinta-1 20 11.7 2 jefl (journal of english as a foreign language) sinta-2 20 13.4 3 joall (journal of applied linguistics and literature) sinta-3 20 12.5 4 elt worldwide: journal of english language teaching sinta-4 20 12.4 5 jelt (journal of english language teaching) sinta-5 20 13.6 6 jele (journal of english language and education) sinta-6 20 10.5 total 120 12.3 as presented in table 6, the average length of ja titles in all groups of indonesian-accredited national journals was 12.33 words. moreover, the longest ja title was found in jelt (sinta-5) with a length of 13.55 words, followed by jefl (sinta-2) with a length of 13.4 words, joal (sinta-3) with a length of 12.5 words, elt worldwide (sinta-4) with the length of 12.4 words, and siele (sinta-1) with the length of 11.65 words. moreover, the shortest ja title was found in jele (sinta-6) with a length of 10.5 words. the examples are as follows: extract 1: a ja with 10 words 228 | english franca, vol. 6, no. 2, 2022 english teachers’ instructional practice in pandemic outbreaks: efforts and challenges (jele-1) example 1 is a ja that consists of ten words. the words counted in this title are only parts of speech. thus, the article “the” is not counted as a word. extract 2: a ja with 11 words students’ perspective toward english learning for non-efl students in higher education (jelt-13) example 2 is a ja that consists of eleven words. the combined word such as “non-efl” is counted as a word. extract 3: a ja with 12 words teachers’ perception in google forms-based english assessment in an indonesian vocational high school (elt worldwide-18) example 3 is a ja that consists of twelve words. the combined word such as “non-efl” is counted as a word, while the article “an” is not counted as a word or not part of speech. extract 4: a ja with 14 words grammatical errors in thesis abstracts written by the undergraduate students of the management study program (joall-5) example 4 is a ja that consists of thirteen words. the article “the” is not counted as a word or not part of speech. 3.1.2. the syntactic feature types of ja titles the second analysis of this research was on the syntactic feature type of the ja titles. the results are presented in the following table. table 5. the average frequency of syntactic features of the ja titles no syntacti c features siele n=20 jefl n=20 joall n=20 elt worl dwid e n=20 jelt n=20 jele n=20 total n=120 % http://ejournal.unp.ac.id/index.php/jelt/article/view/114388 http://ejournal.unp.ac.id/index.php/jelt/article/view/114388 https://ojs.unm.ac.id/elt/article/view/22145 https://ojs.unm.ac.id/elt/article/view/22145 prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 229 s-1 s-2 s-3 s-4 s-5 s-6 1 nomina l structu re 5 (25 %) 8 (40 %) 16 (80% ) 6 (30 %) 17 (85% ) 15 (75%) 67 55.8 2 v-ing phrases 6 (30 %) 2 (10 %) 1 (5%) 6 (30 %) 1 (5 %) 3 (15 ) 19 15.8 3 compoun d structur e 9 (45 %) 10 (50 %) 3 (15%) 8 (40 %) 2 (10% ) 2 (10 %) 34 28.3 4 full sentence s 0 0 0 0 0 0 0 0 5 prepositi onal phrases 0 0 0 0 0 0 0 0 total 120 100 table 6 shows that there were three syntactic features found in applied linguistics in accredited national journals at different values, namely nominal structure, v-ing phrases, and compound structure. of the three syntactic features, the nominal structure was the most frequent title type used in all groups of ja titles (67 or 55.83%) followed by compound structure type (34 or 28.33%) and v-ing phrase structure type (19 or 15.83). in addition, full sentences and prepositional phrases were not found in all groups of journals. below are examples of ja types taken from the data of the study. extract 5 (nominal structure) the sustainable impacts of teacher action research on efl teachers in indonesia (siele-3) the word "the sustainable impacts" in extract 5 is a noun phrase as the head of the 'impacts' so it is categorized as a nominal structure title. the point of this title is the impact of teacher action research on efl teachers. in addition, the word “students’ perceptions” in extract 6 is a noun phrase at the head of the construction so it is categorized as a 230 | english franca, vol. 6, no. 2, 2022 nominal structure title. this title describes the study about the perceptions of the students on teacher feedback in efl class. extract 6 (verbing phrase) incorporating cefr bands and ict competencies in grammar syllabuses of the english language education study program in indonesia (jefl-16) ‘incorporating’ or verb-ing form in extract 12 denotes that this title is classified as having a v-ing structure title. it is about the use of cefr bands and ict competencies in grammar syllabuses for english majors in indonesia. 3.1.3. compound structure title the third type of syntactic feature found on the ja titles in applied linguistics published in accredited national journals at different values was v-ing phrases. as presented in table 5, the most frequently used compound structure ja title was jefl (sinta-2) with a frequency of 10 or 50%. it was followed by siele (sinta-1) with a frequency of 9 or 45%), elt worldwide (sinta-4) with a frequency of 8 or 40%, joall (sinta-3) with a frequency of 3 or 15%, and jelt (sinta-5) and jele (sinta-6) with the frequency of 2 or 10%. it is presented in the following table. table 6. the patterns of compound structure title no compo und structu re siele (n=9) jefl (n=1 0) joall (n=3) elt worldw ide n=7) jelt (n=2) jele (n=2) total % s-1 s-2 s-3 s-4 s-5 s-6 1 nomin al + v-ing phrase s 1 (11.11 %) 0 (0% ) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 1 2.9 4 2 nomin al + nomin al 6 (66.67 %) 6 (60 %) 3 (100 %) 5 (62.50 % 1 (50 %) 1 (50 %) 2 2 64. 71 https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2863 https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2863 https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2863 https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2863 https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2863 https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2863 prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 231 3 v-ing phrases + nominal 1 (11.11 %) 4 (40 %) 0 (0%) 2 (25%) 0 (0%) 0 (0%) 7 20. 59 4 nominal + full sentenc e 1 (11.11 %) 0 (0% ) 0 (0%) 0 (0%) 1 (50%) 1 (50 %) 3 8.8 2 5 full sentenc e + ving phrases 0 (0%) 0 (0% ) 0 (0%) 1 (12.50 %) 0 (0%) 0 (0%) 1 2.9 4 total 3 4 10 0 as described in table 8, there were five patterns of compound structure titles found in applied linguistics published in national accredited journals at different sinta scores. the patterns were nominal + v-ing phrases, nominal + nominal, v-ing phrases + nominal, nominal + full sentence, and full sentence + v-ing phrases. the most frequent type of compound structure title was nominal + nominal pattern (22 or 64.71%), followed by v-ing phrases + nominal (7 or 20.59%), nominal + full sentence (3 or 8.82%), nominal + v-ing phrases (1 or 2.94%), and full sentence + v-ing phrases (1 or 2.94%). the examples are as follows; extract 7 (verb-ing phrase+nominal structure) mentoring practice during practicum: the perspectives of malaysian pre-service english language teachers (siele-14) the use of punctuation marks or colons after the word ‘practicum’ in extract 17 is an indicator that this title has a compound structure even though the title starts with a verb-ing of ‘mentoring’. the pattern of the compound structure of this title was “v-ing phrases + nominal. this title contains the study of the pre-service english teachers’ perspective on mentoring practice during practicum. extract 8 (nominal structure+nominal structure) 232 | english franca, vol. 6, no. 2, 2022 online instructional strategies for english language learning during covid-19 pandemic: a case from a creative teacher (joall-6) the use of punctuation marks or colons after the word 'covid-19 pandemic' in extract 19 is an indicator that this title has a compound structure even though the title starts with a noun phrase of 'online instructional strategies. the pattern of the compound structure of this title was "nominal + nominal". this title contains the teachers' strategies for english language learning during the covid-19 pandemic. extract 8 (nominal structure+full sentence) music and seventh graders’ listening proficiency: does islamic song works? (jele-20) the use of punctuation marks or a colon after the word ‘proficiency’ in extract 22 is an indicator that this title has a compound structure even though the title has the sentence with a complete sentence of 'does islamic song work?'. the pattern of the compound structure of this title was nominal + full-sentence. this title contains the use of islamic songs for teaching listening skills. extract 9 (full sentence+verb-ing phrase) purposive communication is not enough: exploring english language learning from the perspectives of english majors in a philippine higher education institution (elt worldwide-19) the use of punctuation marks or a colon after the word ‘enough’ in extract 22 is an indicator that this title has a compound structure even though the title has a sentence with a complete sentence of purposive communication is not enough. the pattern of the compound structure of this title was “full-sentence + v-ing phrases”. this title contains the perspectives of english students on english language learning in a university. 3.1.4. the syntactic features of ja titles of different sinta scores. the last analysis of this research was on the differences in syntactic features of ja titles in terms of length and the syntactic feature type. the differences are described in the following chart. https://ojs.unm.ac.id/elt/article/view/23094 https://ojs.unm.ac.id/elt/article/view/23094 https://ojs.unm.ac.id/elt/article/view/23094 prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 233 figure 1. syntactic structure of ja titles of different sinta scores as presented in chart 2, the compound structure was the most frequent type of ja used in siele (sinta-1), jefl (sinta-2), and elt worldwide (sinta-4). the nominal structure was the most frequent ja title type used in joall (sinta-3), jelt (sinta-5), and jele (sinta 6). 3.2. discussion the first analysis of this research was about the average length of ja titles. the results show that each journal of different values has a different average length of ja title with a range of 10 to 14 words. the lowest value of the sinta rank was the shortest length of the ja title, while the longest one was in the sinta-5 journal. it implies the length of the ja title depends on the content of the study so that the author includes some important points to show the keywords of the study. however, the average length of ja titles in all groups (sinta-1 to sinta-6) of indonesian-accredited national journals was 12.33 words. a ja title ideally consists of 10 to 15 words, and if it is a very long title, the readers may get confused about reading or understanding (shah, 2014). likewise, bavdekar (2016) and hudson (2016) assert that the ja that has a very long title avert readers from reading it in full because readers 25% 40% 80% 30% 85% 75% 30% 10% 5% 30% 5% 15% 45% 50% 15% 40% 10% 10% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% sinta 1 (siele) sinta 2 (jefl) sinta 3 (joall) sinta 4 (elt worldwide) sinta 5 (jelt) sinta 6 (jele) nominal structure v-ing phrases compound structure 234 | english franca, vol. 6, no. 2, 2022 tend to lose the information focus of the title when they read the title. the possible reason why titles are lengthened is due to the use of colons; authors use colons to elaborate their titles (fumani et al., 2015). other reasons may be due to there being no limitation on the number of words for a title in a journal, or the authors do not know the ideal length of the ja title. in addition, writing a longer ja title has some benefits. yang (2019) claims that longer titles can address more research focuses or keywords and these titles tend to attract more attention from journal editors and reviewers, enlarge the visibility of the articles and boost citations. it means that there are strengths and weaknesses between short and long ja titles. the most important thing is a good ja title can represent the research work to the fullest extent but concisely (bavdekar, 2016). it must be able to attract readers' attention, and it is easier to find on the internet through the keywords used in the title. in general, the results of this research are similar to moatarian and alibabaee (2015) who reported that the average length of article titles in applied linguistics written by international authors and published in high-rank international journals such as those indexed by elsevier and sage is 12.88 words. likewise, soler (2007) reported that the average length of ja titles in linguistics is 12.63 words. in contrast, xiang and li (2020) found that the length of ja titles in linguistics and literary journals across periods such as 1998, 2008, and 2018 was 11.2 words/title. it can be concluded that the average length of ja titles found in this research at different sinta scores is common and not significantly different from the findings of previous studies. the second analysis of this research was about the syntactic feature of ja titles. the results of the research shows that there were three types of syntactic features of ja titles in applied linguistics found in each indonesian accredited national journal at different values; nominal structure, v-ing phrase, and compound structure. the most dominant type of ja title was compound structure, followed by v-ing phrase, and nominal structure. it indicates that the authors prefer expressing the content and scope of their research in two sections. it may aim to inform the content and scope of the study. it is in line with the statement of cianflone (2010) and morales et al. (2020) that the function of the first part of the title is to inform about the topic, while the second part is to offer more specific information about the topic, scope (participants, sample, environment, place, and area), or method of the study. writing the ja title into two sections, it will make the readers easier to find the keywords of the study. also, using two sections of a prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 235 title (compound structure) will allow the authors to express the detailed content and scope of their research in two sections and nominal structure is used to stand out the purpose of the study. the second most dominant type of ja title used by authors was the nominal structure title. it implies that these authors prefer allowing the authors to write the ja titles by starting with nominal heads in terms of pre-and-post modifiers. also, it is possibly caused by the heads in nominal titles usually functioning to inform readers of the general focus of the study and they often need further specification and nominal group construction provides a compressed structure, (cheng et al., 2012). further, cheng et al. stated that the nominal structure type of ja title allows authors to include as many specific messages as possible employing preand post-modifiers qualifying the head nouns as the focus of research. thus, a noun phrase as a title used by authors aims to address several important pieces of information about the study written in the article. the third dominant structure is v-ing phrases in all groups of journals although not as frequently as the other two types of title features (nominal and compound). the verb-ing phrase ja title has a predictive function, and it is used to show a sense of continuity, and to express the activity that is still in progress (morales, 2020). this reason may be why the authors and journal reviewers and editors are reluctant to follow or suggest this format. the finding of this study is, however, different from that of doykova (2016) and nagano (2015). doykova found five syntactic feature types of ja titles in the field of medicine and dental medicine journals written by non-native speakers of english. nagano (2015) also found five types of syntactic features of ja titles in the eight disciplines (botany, fluid engineering, geology, medicine, economics, education, history, and sociology). this implies that the syntactic structures of ja titles published in indonesian accredited national journals at different values in the field of applied linguistics are not varied as like as journals outside indonesia. the last analysis of this research was about the differences in syntactic features of ja titles published in indonesian accredited journals at different sinta scores. the results show that there is no relationship between the length and the quality of journals viewed from sinta scores in terms of the average length of ja titles. it depends on the content and scope of the study that the authors write in the ja titles. the average length of ja titles in the same disciplines with different ranks or 236 | english franca, vol. 6, no. 2, 2022 values of the journals is not much different. this is in line with the findings from soler (2007) who examined the most recurrent structural constructions of titles in two different genres in two fields of biological sciences and social sciences. this study found that the average length of ja titles in biological sciences such as biology, medicine, and biochemistry is 14.15 to 15.48 words while in soft sciences 7.98 words for linguistics and 12.63 for psychology. it means that the same disciplines tend to have the same average length of ja titles although they are published in different-ranking journals. in terms of syntactic features, the results of the analysis show that all groups’ journals have three types of features, and those are the same. the difference is only about the dominant syntactic feature in each journal of different sinta scores. these findings imply that the same disciplines with different journal sinta values also tended to have the same and common syntactic feature types of titles. this is in line with the findings of appiah et al. (2019) who investigated ja titles in business which was extensively dominated by compound titles and compound titles were also commonly found in gynaecology/obstetrics and law. based on the results of this research, it can be seen that journal titles are parts of the genre in the area of independent discourse units (haggan, 2004). how authors use language properly and appropriately to create ja titles for their manuscript should consider some aspects of languages, such as the number of words and the syntactic structure. it aims to make scholars from the same community easier to find the article through the keywords included in the title. they can retrieve from online search platforms like google search. the ja titles can catch attention and influence researchers’ decision to read on by informing on the topic, the methods, the findings, and the impact on everyday practice (goodman et al., 2001). as a result, the authors’ articles may have a chance to have more citations from the other authors. a title should also offer readers as much information as possible with a limited and appropriate number of words. this is a necessity in contemporary research settings, where 11 million papers can be accessed online, and now in 2021; it may be more than 11 million papers found on the internet. if the titles are not written based on the standards of reputable applied linguistics journals such as the noninformative, or wordy/too-long, the title may go unnoticed. thus, for these reasons, the data obtained from this analysis should be considered a snapshot of contemporary applied linguistics practices. the results of this research also show how applied linguistics researchers prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 237 communicate findings by concise titles of 12 words and by the use of three common formats: nominal, compound, and v-ing phrase titles. conclusion this research investigated the average length, the syntactic feature, and differences of syntactic features of ja titles in applied linguistics published in nationally accredited journals at different sinta scores. based on the results, the conclusions of the research are addressed as follows: 1) in terms of the length of the ja titles, the average length of ja titles in all groups of journals is in the range of 10.5 to 13.55 words. in general, the average length of all groups of journals is 12.33 words; 2) in terms of syntactic features, all groups of journals have three types of syntactic features, namely nominal structure, compound structure, and v-ing phrases. for compound structure title, the most frequent type of pattern found in the compound structure title was nominal + nominal, and 3) in terms of differences, the longest ja title is sinta-5 (jelt), while the shortest one is sinta-6 (jele). among the three types of syntactic features, the most frequent type of ja title used by authors in sinta-1 (siele), sinta-2 (jefl), and sinta-4 (elt worldwide) is compound structure. the nominal structure is the most frequently ja title type used by authors in sinta-3 (joall), sinta-5 (jelt), and sinta-6 (jele). the implication of the findings of this research is important for both experienced and novice authors in the field of applied linguistics. they will be familiar with the display of how to construct their titles when writing a journal article. now, the authors can choose one of the three syntactic features or the most dominant syntactic feature among them found in this research to construct titles for publications in indonesian accredited national journals at different sinta scores. the last, the lecturers of the english education study program of universitas bengkulu can use the findings of this research as a reference when teaching academic writing courses to improve ja title construction. references adnan, z. 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(2007). types of words and word-formation processes in english. escuela de idiomas modernos. http://webdelprofesor.ula.ve/humanidades/azapata/materias/en glish_4/unit_1_types_of_words_and_word_formation_processes.pd f. https://www.jbe-platform.com/content/journals/10.1075/etc.00019.yan https://www.jbe-platform.com/content/journals/10.1075/etc.00019.yan http://webdelprofesor.ula.ve/humanidades/azapata/materias/english_4/unit_1_types_of_words_and_word_formation_processes.pdf http://webdelprofesor.ula.ve/humanidades/azapata/materias/english_4/unit_1_types_of_words_and_word_formation_processes.pdf http://webdelprofesor.ula.ve/humanidades/azapata/materias/english_4/unit_1_types_of_words_and_word_formation_processes.pdf english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5438 a survey on high school students’ preferences toward the use of social media as online learning tools hariswan putera jaya universitas sriwijaya hariswan@unsri.ac.id tita ratna wulan dari universitas sriwijaya titawulandari@fkip.unsri.ac.id zuraida universitas sriwijaya zuraida@fkip.unsri.ac.id alhenri wijaya universitas sriwijaya alhenri@fkip.unsri.ac.id abstract along with the rapid development of technology, various kinds of social media applications are emerging and offering their users a variety of benefits. social media such as whatsapp, instagram, youtube, telegram, and google classroom, to name but a few, are the ones that are often used by students for online learning because they can be used easily, anywhere and anytime. this study aimed at finding out whether or not the students used social media for learning, the kinds of social media mostly preferred by the students, and the reasons for their preferences. the population of this study was 625 students from two state senior high schools in palembang. for the sampling technique, this study applied the probability-sampling technique. then, to meet the standard number of samples in a survey study, the writers took 14% of the population. it meant there were 88 research samples, specifically 44 students from each school. to collect the data, the questionnaire and mailto:hariswan@unsri.ac.id mailto:titawulandari@fkip.unsri.ac.id mailto:zuraida@fkip.unsri.ac.id mailto:alhenri@fkip.unsri.ac.id 244 | english franca, vol. 6, no. 2, 2022 interview were used in this research. as the results, all participants showed that they have greatly exposed themselves to social media during the "school from home" session during the pandemic situation. in addition, the majority of the students mentioned youtube as their favorite tool to use, yet they somehow managed using whatsapp, google meet, blog, zoom, and google classroom too. lastly, students often use those social media in everyday activities, including learning. keywords: students’ preferences, social media, online learning introduction no one would deny that technology has developed very rapidly that in a blink of an eye a new technology emerges. it kept developing to help people live more easily and cost less. the continuing development of technology has certainly made the entire world inseparable from it (martha et al., 2018). household chores, office works, banking, schools, the government at all levels, trading, small and big businesses, and even little simple traditional greengrocers nowadays use technology for marketing. in other words, there is nothing that education can do but respond to these changes positively and more adaptively (anwar, 2018). according to cholik (2017), educators can use it as an instrument to share teaching materials, transmit learning tasks, and improve students' life skills. for example, when face-to-face learning cannot be implemented due to the covid-19 issue, the world still has the option of an online learning scheme. at this point, information technology promotes better teaching and learning quality. the waves of the covid-19 pandemic have played very important roles in increasing the need for online teaching and learning technology. there are already applications and social media available that can be used by schools. teachers can take advantage of today's technological advances by combining various media in online courses like facebook, twitter, whatsapp, etc. which teachers and students have been familiar with (kobayashi, 2017). those social networks have not only been worldwide known for online social use purposes but also teaching and learning use (silius et al., 2010). social media has certainly entered the classrooms and given students the facilities to develop knowledge and share it with a global audience. social media allows students to support classmates and other students who do not understand a certain topic or have problems learning the material. this hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 245 ongoing teacher-student or student-student interaction not only helps facilitate the learning experience of students but also contributes to the improvement of teaching methods (faizi & fkihi, 2018). furthermore, students can do collaborative learning by using social media. this collaboration held both inside and outside the classroom has the potential to improve the learning experiences of students (ractham & firpo, 2011). on its implementation, teachers and students use various media for virtual courses, including facebook, twitter, instagram, and linkedin. these social media have attracted educators' attention due to their popularities worldwide (silius et al., 2010). moreover, abe and jordan (2013) claimed that social media and gadgets have become dayto-day practices for many higher education students, starting from high school until university. this condition undoubtedly invites students, teachers, and educators to use online social media in the teaching and learning process. as it was reported by apjii (asosiasi penyelenggara jasa internet indonesia or indonesian internet network providers association) (2016), there were 132.7 million internet users in indonesia. then, 24.4 million out of the total numbers mentioned are classified as children and adolescents users. they generally ranged from 10 to 24 years old. this data implies that most indonesian students now are tech-savvy. they will not find any difficulties in communicating and searching for information on the internet, especially social media. fauzi and khusuma (2020), suggested the same opinion that indonesian adolescents and children have actively utilized technology. responding to this condition, many schools start using it for educational purposes and utilizing social media for classroom activities (devi et al., 2019). they believe that applying information technology in learning activities might result in positive outcomes for either teacher or student. the use of social networking sites (sns) in teaching and learning is further claimed as a new era in the education field. however, with little or no control over social media use, the students are sometimes too absorbed in their own business. in the online teaching and learning process, students can use social media in many ways. schoolnet (2013), for instance, stated that wikipedia, youtube, wattpad, instagram, blogs, facebook, twitter, google docs, snapchat, and google can be exploited to help users interact with a larger community. all of the platforms mentioned enabling both teachers and students to develop knowledge with global audiences. moreover, some studies also promote collaborative learning 246 | english franca, vol. 6, no. 2, 2022 with social media sites, podcasts, and videos. if teachers need face-toface learning, zoom is an effective option to try since it supports recording, easy access, chat, virtual communication, and presentation screen (palupi & raharjo, 2020). moreover, indonesian schools had applied online learning since covid-19 attacked this country. during that time, the internet became everyone's favorite place, especially social networking sites. therefore, teachers began to use them in the learning process. google mail, blogs, youtube, yahoo mail, and google classroom are some popular sites used. teachers have no difficulties to do information sharing, such as learning materials and assignments since yahoo mail and google mail help them. besides, students can also share their work results using a blog. he further stated that people's lifestyles, specifically indonesian students, apparently turn out differently due to the rapid growth of social media users. in terms of education, many schools use this media as a teaching and learning tool. it shows significant improvement in the learning process since it connects users, teachers, and students, to various resources on the internet (pitler et al., 2007). moreover, white (2012) also described that utilizing social media may result in more involvement of students if it is supported by face-to-face participation and teachers’ digital teaching methods. unfortunately, despite the rapid use of social media in high school students' online learning process, there has not been much research done on the indonesian learner's context. most of the study was taking place overseas. we found a study from michelle mei ling yeo (2014) conducted in singapore and a study from laila al-sharqi & hashim (2016) took place in arab saudi, to name but a few. even though we can find a few studies in indonesia, most of them did not completely address all the types of social media. accordingly, to fill the gap, this study was designed to answer some research questions which can later describe the factual situation of indonesian learners' preferences toward all types of social media in online learning procedures. they are: (1) do students have social media as learning tools? (2) what platform of social media do the students prefer to use? and (3) what motives encourage students to use social media in the learning process? theoretical framework social media platforms according to friedman and friedman (2013), social media technologies or web 2.0 cover various types of web-based hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 247 communication tools, such as wikis, virtual worlds, blogs, online social networking, and many more. further, mismara (2019) described social blogs, internet forums, magazines, microblogs, blogs, wikis, podcasts, videos, images, social bookmarks, and ratings are other popular kinds of social media. they enable users to share, collaborate, and participate in real-time through the internet. above all, distributing content, transferring documents, doing virtual conferences, giving comments, and tagging are common activities performed (otieno and matoke (2014); hudson (2017); baruah (2012); alamri (2019)). communication becomes more effective and efficient because speakers and listeners do not mandatorily meet each other face-to-face. to conclude, social media is an online tool or platform which helps users to share their perspectives, opinions, content profiles, insights, and experiences. in addition, social media is also a tool to collect, save, discuss, share, and facilitate online interactions among individuals. positive and negative impacts of social media on education a. positive impact social media turns out to be so impactful in this recent years. people can collect as much information and knowledge easily. besides, it also offers better opportunities to the users. below are five positive impacts of social media on the education field. 1. effective collaboration students can do group projects and learn by creating groups on social media classes. further, they can use available video chat and available messaging tools for online classroom communication. by doing this, teachers and students can have flexible scheduling that reduces time travel. 2. new skills students are not only required to be capable academically but also non-academically so that they can be adaptive and innovative to survive in the corporate world. as lad (2017) stated that being able to start relationships with a lot of people and maintain them is an important skill for career development. 3. creativity development with social media, it is easy for users to share images, stories, or videos that lead to creative development. also, the immediate feedback given by friends, teachers, or other users even escalates their creativity to the maximum level. 4. better teamwork 248 | english franca, vol. 6, no. 2, 2022 based on the advantages mentioned above, social media certainly facilitates users to have better teamwork. students will have no difficulties in collaboration, creativity, information sharing, and communication. 5. familiarity with new technology the fifth and last positive impact of using social media, especially for young learners, is becoming tech-savvy generations. we know that information technology will always develop from time to time so students need to be familiar with it. by spending a lot of time with the newest application, computers, or other electronic devices, students would not be technology illiterate. according to lad (2017), students will be able to develop their life skills by growing interest in technology, either in business or education. b. negative impact addiction is the main negative impact of social media. people tend to check updates on their instagram, facebook, twitter, whatsapp, and other social media constantly and regularly. this addiction is, for sure, influencing other positive values, such as ignoring reality, actively participating in sports, concentrating on learning, and communicating in real life (raut & patil, 2016). besides, people also need to be careful of fake accounts on social media. concerning education, here are four negative impacts that social media can cause. 1. distraction social media is an easy-access platform. users can use their various gadgets, such as phones, tablets, and laptops to check and post updates on their social media. this situation often makes students spend too much time on gadgets. as the result, students' academic performances might face troubles. it, a study by lad (2017) showed that facebook, twitter, and youtube disruption can significantly reduce students' focus. 2. lower learning performance fun is the first and foremost element found in social media. therefore, it is hard to control users from scrolling phones. then, it makes them forget about their lesson and assignment. once they do their classroom task, they always rely on internet search engines. in this case, there is absolutely no information-maintaining process. 3. less human contact spending time on social media tends to make users forget to have real social contacts. associating with others in person, hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 249 transferring non-verbal signals, and having face-to-face communication is something difficult to do. so, most users prefer to speak on screen now (raut & patil, 2016). 4. privacy social media users have forgotten the urgency of filtering published information. they sometimes post every single thing they want. however, some potential employers and colleges use their social networking profiles to check their career or academic background. therefore, lad (2017) presented that most students may have negative consequences after not continuously filtering the uploaded content. research methodology this study was survey research that aimed to collect data about social media platforms used by students in online learning. therefore, two favorite high schools in palembang were chosen as the place of research, namely sman 8 palembang and sman 4 palembang. these two schools are located in plaju, palembang, and south sumatra. they were suitable for this research because (1) the students have the distribution of the same subject, such as mathematic, sports, indonesian, english, and so on; (2) the students were learning from home at the same time due to the covid-19 situation; and (3) they reported that they used almost the same kinds of social media for learning, such as whatsapp (discussion platform), zoom or google meet (virtual meeting platform), and google classroom (assignments' submissions platform). from both schools, 625 students were taken as the research population. each of them had the same opportunities to be selected as research samples, known as the probability sampling technique. in this study, the writer referred to a statement from arikunto (2010, p. 112) that a survey design could take 10%-15% of the population for sampling if the population is more than a hundred. therefore, this study had 88 students (or 14% of the total population) as the research samples. specifically, 44 students were taken from sman 4 palembang and 44 students were taken from sman 8 palembang. the samples were randomly selected. to collect the data, questionnaires and interviews were used. the questionnaire applied the likert scale as an item measurement, starting from 1 (strongly disagree) up to 5 (strongly agree). there were 31 questions to be answered by the research samples in this phase. all items were designed to seek students' preferences on social media users. then, 10 250 | english franca, vol. 6, no. 2, 2022 interview questions were also distributed to the students to provide additional information for the study. those items were mostly designed to know the reason for the student's preferences. before administering the instruments, the writers checked the instruments' validity and reliability. both questionnaires and interview questions were valid and reliable based on the tests done, which were content validity (89% of question items in the questionnaire and 83% of question items in the interview were very appropriate based on experts' judgment) and test-retest reliability (0.847 coefficient test result). the online questionnaires were distributed to students as students were still learning from home. besides, the interviews were also conducted online through a virtual room. last, the data from questionnaires were calculated by using the percentage formula. then, the data from the interview were transcribed and used to compare participants’ responses in questionnaires. results and discussions the result of the questionnaire from the findings displayed in table 1, the following discussions were presented. first, more than half of the students liked to use social media for learning (44,3% agree and 21,6% strongly agree). second, most of the students thought social media could help them study, 47,7% of students agree and 14,8% of students strongly agree. however, some students were still in doubt if social media suits their studying. for that reason, not many students felt social media could help them learn better, only 33% of students agree and 9,1% of students strongly agree. on the contrary, 43,2% of students even stated in a neutral position. they were in doubt about whether social media could help them learn better or not. table 1. the result of the questionnaire (items 1-5) no statement sd d n a sa % % % % % 1 i like using social media to learn. 1,1 2,3 30,7 44,3 21,6 2 social media enable me to understand the lesson better. 4,5 6,8 26,1 47,7 14,8 hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 251 3 using social media in the learning process suits me. 4,5 12,5 43,2 30,7 9,1 4 it is easy to use social media in an online learning classroom. 0 3,4 15,9 47,7 33 5 using social media to support the online learning process is a good idea to do. 3,4 5,7 22,7 38,6 29,5 note sd (strongly disagree), d (disagree), n (neutral), a (agree), sa (strongly agree). besides, most students agree that using social media in online learning is an easy thing to do, 47,7% (agree) and 33% (strongly agree). however, there were 3,4% (disagree) – 15,9% (neutral) of students who did not think that learning with social media was an easy task to do. the students also claimed that using social media to support the learning process is a good idea to do, 38,6% (agree) and 29,5%. (strongly disagree) as previously stated, the items listed in the questionnaire were intended to find out students' preferences on social media platforms used for online learning activities. therefore, to have a deeper analysis, the writers also provided some items dealing with students' views on the communication process. the data were shown in table 2 below. table 2. the result of the questionnaire (items 6 8) no statement sd d n a sa % % % % % 6 online learning through social media helps me study even better. 4,5 10,2 43,2 33 9,1 7 online learning facilitates me have better students teachers communication. 8 20,5 34,1 22,7 14,8 252 | english franca, vol. 6, no. 2, 2022 8 the internet facilitates me to communicate with my friends. 2,3 8 20,5 31,8 37,5 from the findings, we can see that the internet and social media do support students' communication. however, students feel that the internet facilitates more student communication rather than student teachers communication. dealing with assignments through social media, students did not feel disturbed at all. in contrast, they felt challenged to finish the tasks given by their teachers, 28,4% (agree) and 13,6% (strongly agree) of students. in addition, most of the students, or 43,2% said that they love to discuss their assignments through social media. the respondents also agreed that social media motivated them to do active learning (31,8% agree and 14,8% strongly agree), but not necessarily to focus on their lessons. as the result, many students were in doubt that they could improve their academic performance and have better grades with the help of social media. table 3. the result of the questionnaire (items 9 12) no statement sd d n a sa % % % % % 9 the use of social media distracts me from completing tasks. 10,2 35,2 36,4 14,8 3,4 10 i feel challenged to do the assigned tasks. 3,4 13,6 40,9 28,4 13,6 11 i enjoy using social media to discuss schoolwork. 2,3 10,2 34,1 43,2 10,2 12 social media motivate me to study. 3,4 13,6 36,4 31,8 14,8 to check the students’ opinions about the impacts of social media on their academic performance, some question items were also given as follows. table 4. hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 253 the result of the questionnaire (items 13 15) no statement sd d n a sa % % % % % 13 social media help me focus on my lesson. 8 19,3 46,6 22,7 3,4 14 social media help me improve my academic achievement. 5,7 10,2 52,3 31,8 0 15 the use of social media in the teaching and learning process impacts my grades. 4,5 5,7 45,5 34,1 10,2 there were 52,3% and 45,5% of students were not sure about the impacts of social media on their learning achievement. last, students showed negative responses toward the 16th and 17th statements. in online learning, they could not understand the material comprehensively and do the group assignment effectively. table 5. the result of the questionnaire (items 16 17) no statement sd d n a sa % % % % % 16 online learning is very effective because i can understand the lesson well. 19,3 31,8 39,8 6,8 2,3 17 in online learning, group assignments can be done easily. 21,6 28,4 34,1 12,5 3,4 next, the student's preferences on social media platforms in the questionnaire were also checked. the details were listed below. table 6. the result of the questionnaire (items 18 22) no statement frequencies of responses yes no n % n % 254 | english franca, vol. 6, no. 2, 2022 18 i like to use instagram as an online learning tool. 42 47,7 46 52,3 19 i like to use facebook as an online learning tool. 3 3,4 85 96,6 20 i like to use twitter as an online learning tool. 18 20,5 70 79,5 21 i like to use youtube as an online learning tool. 79 89,8 9 10,2 22 i like to use blogs as an online learning tool. 55 62,5 33 37,5 the question items dealing with the students’ preferences on the use of video conference platforms were also provided such as google classroom, zoom meeting, and google meet. furthermore, students' preferences for the use of the instant messaging platform, such as telegram, whatsapp, and line, were also checked. table 7. the result of the questionnaire (items 23 31) no statement frequencies of responses yes no n % n % 23 i like to use telegram as an online learning tool. 29 33 59 67 24 i like to use whatsapp as an online learning tool. 82 93,2 6 6,8 25 i like to use line as an online learning tool. 19 21,6 69 78,4 26 i like to use google classroom as an online learning tool. 86 97,7 2 2,3 27 i like to use zoom meetings as an online learning tool. 75 85,2 13 14,8 28 i like to use google meet as an online learning tool. 70 79,5 18 20,5 29 the use of social 77 87,5 11 12,5 hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 255 media facilitates me to find learning materials. 30 i can find school assignment references easily using social media. 82 93,2 6 6,8 31 social media facilitates students-teachers or students-students interaction. 59 67 29 33 the findings presented in table 7 are discussing the students' preferences for social media that are commonly used for online learning. seeing the result, most students prefer not to use twitter, facebook, and instagram for learning. they felt that those platforms were not good enough to use in the comprehensive learning process. in contrast, the students agree that google classroom, youtube, blog, and whatsapp are better platforms to use for online learning. however, the respondents also showed positive responses to the use of zoom meetings and google meet for online learning. for the last three questionnaire items, we see that most students, or 87,5% of respondents can find learning materials easily with social media. further, they (93,2% of participants) also claimed that it was not difficult to find references for school assignments when they use social media. there were many readings sources available online. not only that, but social media also make interaction with friends and teachers became easier to do. the result of the interview to know the students’ reasons behind their social media references, the transcripts of interviews made must be analyzed too. most of the questions were discussing the justification of "like" or "dislike" on social media as an online learning tool. however, the detailed transcripts will not be written in the discussion. we only describe what is most important to support questionnaire findings. 1) students’ comfort and familiarity. the writers tried to find the students' initial knowledge about online learning with social media. besides, the students were also asked about their feeling towards the use of social media as a learning tool, comfortable or uncomfortable. 256 | english franca, vol. 6, no. 2, 2022 based on the data, the students answered it differently. there were students (for instance, students 1, 50, 7, 15, and 5) described that they have known about social media used in online learning and they felt comfortable with it. however, several students did not feel comfortable, such as students 54, 24, and 27. some students felt moderate, he/she could feel both interchangeably, comfortable or uncomfortable, like student 33. to conclude, all students have been familiar with the use of social media as an online learning tool. then, the feeling toward the utilization of social media would depend on each respondent's personal views. some said they felt comforted, meanwhile, others said uncomfortably. then, the rest felt both. 2) what makes the respondents "like" or "dislike," twitter, facebook, and instagram for online learning activities? many students agreed on using instagram, but not facebook and twitter, for online learning. they (for instance students 1 and 7) claimed that instagram helped them learn efficiently and effectively. further, student 50 described that short caption used on instagram is the reason why he/she thought instagram is better than facebook or twitter. the shorter explanation could make them understand the material faster. furthermore, student 5 stated that instagram could not be used to search for material like youtube. besides, the video was not displayed on full screen. the students also mentioned other reasons that were–there were some attractive pictures to see on instagram so that they might not focus on learning. last, two respondents (students 24 & 27) said that they only used instagram as a platform to submit tasks. for student 15, facebook was as good as instagram because the material shared was easily accessed and understood. those who disliked using twitter or facebook explained that they did not sign up for the accounts. 3) what makes the respondents "like" or "dislike" youtube and blogs for online learning activities? youtube and blogs gained the highest "like" scores in this research. it was because students thought they are the two platforms that provided a comprehensive explanation of learning materials. however, detailed discussion, understandable references, extensive knowledge, flexible time and place, and interactive media were other reasons mentioned by respondents. 4) what makes the respondents "like" or "dislike" whatsapp, line, and telegram for online learning activities? hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 257 the data showed that whatsapp got the highest scores compared to telegram or line. the main reason was the one and only useful whatsapp groups. they could have intensive discussions with teachers or group members. meanwhile, most of the students disliked line and telegram as online learning tools because they could waste data usage due to bots. 5) what makes the respondents "like" or "dislike" google classroom for online learning activities? google classroom was the respondent’s daily use of online learning tools. sharing materials, submitting assignments, and cloud storages feature were some positive reasons mentioned in the interview session. however, there were still students who disliked google classroom. for example, student 27 said that teachers sometimes gave them unclear instructions and materials to read. the materials were not cropped well or the documents uploaded were blurred. 6) what makes the respondents "like" or "dislike" google meet and zoom for online learning activities? the virtual conference was the most awaited session for students in online learning. therefore, google meet and zoom became students' favorites. face-to-face interaction was not the only reason. there were other reasons, such as displayed presentation, offline classroom-like situation, small data usage, stable signal, and many others. 7) social media motivated students in learning. not all students agreed that social media could motivate users to learn. they claimed that social media tend to provide a monotonous learning process, like listening to teachers, writing down materials, and so on. 8) social media was the most used. youtube, google classroom, zoom, blog, whatsapp, and instagram were chosen as students' favorite online learning platforms. although there were several students mentioned google meet, it was not significant. 9) social media affects students’ grades. the findings for this item were varied. some students said that they maintained their grades well. however, some others claimed their scores were not as good as before. 10) other activities with social media, besides learning expressing their ideas, communicating with family members or friends, entertaining themselves, searching random information, 258 | english franca, vol. 6, no. 2, 2022 reading success stories, watching movies, and having news updates were other interesting activities the students had. discussion as it was stated previously, this study aimed to find out three research questions. first, how well the students knew about social media in learning. second, what the students preferred to use as their online learning tool. last, why the students liked or disliked the social media platforms? to answer all those three questions, two instruments were used, namely a questionnaire and an interview. the questionnaire results showed that most of the respondents were familiar with social media in online learning activities. besides, the data said that (1) 65,9% of students liked to use social media platforms; (2) 80,7% of students said that social media was not that difficult to use; (3) 34,1% and 37,5% of students agreed if social media made their interaction more effective and efficient. this was supported by sakkir et al., (2016) that the internet and social media had been part of human lives and changed the people work, interact, get knowledge, and live. for tech-savvy generations, it is impossible to neglect or avoid technology, especially social media, in daily activities. therefore, it is acceptable if the findings show the number of “like social media in online learning” is higher than “dislike social media in online learning”. when someone feels comfortable about something, there will be no significant difficulties happen. therefore, a recent study found more than 80% of students felt social media was easy to operate. another positive response was improving interaction among users. we knew that covid-19 pandemic had already created limited interaction all around the world. teachers and students could not come to schools, workers were designed to work from home, travelers were not allowed to go out of town or countries, and many others. fortunately, social media offered solutions for those mentioned problems. people could still see the world's updates from screens, phones, laptops, or tablets. once they click on instagram, they could know what is viral now. besides, people can have meetings utilizing zoom meeting and google meet. teachers can share materials with students from the google classroom platform. then, the students can submit their assignments to the same platform too. these positive solutions happened because of the use of information technology, especially social media. so, it is reasonable if students thought social hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 259 media made their interaction more effective and efficient. they are no longer limited by place and time. in addition to the questionnaire, the interview findings were also showing positive responses. most of them agreed that social media help them better in learning. for example, whatsapp helped them share references, books, and readings. or, google classroom supports assignment submissions. meanwhile, youtube and blog provided important information. people could watch videos on youtube and read passages in blogs. though there are many options of document sharing tools, like email, bluetooth, or others, whatsapp might be the most popular platform to use. users do not need to activate or sign in every time they need to use it. they just click on the whatsapp icon and find to whom the files will be sent. therefore, we could see people sharing e-books, readings sources, photos, videos, or other files easily now. this simplicity, of course, needs to be applied in the online classroom too. when offline classrooms were banned, teachers have google classroom as the alternative (if schools have not yet created their learning management system). in this cloud-storage classroom, teachers can manage the topics discussed, the assignments, the student's attendance, and even quizzes. google classroom is userfriendly so everyone must be fine with it. not only for entertainment but youtube and blog can also be used to support the teaching and learning processes too. people upload hundreds of videos on youtube every day now. thus, it is easy to find learning materials on youtube. the users just need to type keywords and click the "find" button. those who prefer to read text can opt for a blog. the good thing is students or teachers can even try to be content creators or bloggers so that it can sharpen their soft skills for future benefits. finally, it could be concluded that all social media applications provided users with different services, such as document sharing, interactive communication, classroom management, virtual conferences, etc. so, the users could find and use the one that suited their needs, professions, objectives, or others. conclusion the result of the study shows that the respondents had all known or been familiar with social media as an online learning tool. therefore, they had a positive response to the use of social media in online learning activities. they used the available platforms, such as 260 | english franca, vol. 6, no. 2, 2022 facebook, instagram, whatsapp, youtube, blog, and so on, to have virtual interaction with teachers and friends. they communicated by video conferencing or messaging. besides, they liked to use those platforms to find learning materials and supplementary references. posting, sharing, and submitting assignments were also done through social media. the good things about these platforms were not only dealing with learning, but they also helped students entertain themselves, starting by watching films, reading celebrity updates, and many others. furthermore, the data obtained showed that the respondents chose youtube as the most preferred platform. then, google classroom and whatsapp were in second and third positions. the blog came after whatsapp. further, zoom app took the fifth position. the last was for google meet. these preferences were clearly stated and described by respondents when they answered the questionnaire and interview session. google classroom, zoom, google meet, and whatsapp helped them study virtually. they could interact with teachers or friends on those 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(2014). social media and social networking applications for teaching and learning. european journal of science and mathematics education, 2(1), 53-62. english franca : academic journal of english language and education vol. 2, no. 2, 2018, iain curup p-issn 2580-3670, e-issn 2580-3689 the use of total physical response strategy at junior high school of slbn south curup, rejang lebong paidi gusmuliana iain curup paidigusmuliana@gmail.com abstract this research aims at investigating implementation of total physical response (tpr) strategy at junior high school of slbn curup selatan, for the problems came from phenomena occurred on the students with special needs who had different disability such as tunanetra/ blind students and tunarungu/ deaf and mute students in learning english. the objectives of this research were to find out how implementation and difficulties faced the students of using tpr strategy .then the researcher used qualitative research with a case study of descriptive qualitative. the subjects were two of english teachers who managed or taught them by using tpr strategy. the techniques of collecting data in this research were observation and interview. in this case, the researcher used observation checklist and interview guidance. there were some steps to analyze the data: data reduction, data display and drawing conclusion/ verification. the result of the implementation of total physical response at smplbn curup selatan that teachers could implemented total physical response strategy effectively in which the students were able to receive information easily and were more enjoyable in learning english. then the factors that could influence the difficulties for them to understanding material were from their low capacity to process information, and they need special treatment and sufficient time in learning english. key words: total physical response strategy introduction english is one of the widely used as international languages. in countries where english is neither the first nor the second language, it is mailto:paidigusmuliana@gmail.com 116 | english franca, vol. 2, no. 2, 2018 also learned as the foreign language for practical necessary uses of communication. it can serve as the language of instruction in higher education. as english is the language used as a medium of communication and as an international language first used to interact with others around the world (http://www.sekolahbahasainggris.com). it is a medium of communication which can help people to interact, converse, and share to other people. english is as an international language that’s why it is possible to everyone to communicate with other people around the world if someone has an ability to use english. the ability in using english is very important to everyone. this is one of the ways to improve human resources. school in major indonesian dictionary is a building, teaching and learning institutions as well as a place to receive and give lessons (kamisa, 1997, p. 482).schools are educational institutions that formally conducting lessons in a systematic, planned, deliberate, and purposeful, conducted by professional educators, with a program that is poured into a particular curriculum followed by the student at any particular level (suwarno, 2013, p. 42). based on definition of school above, it is very important for students who want to learn at the school to add the knowledge for themselves, but there are several kinds of schools in this world. outstanding education explains that education is directed at the development of attitudes and the ability of the child's personality, talents, mental abilities, and physical to reach their optimum potential(uu sistem pendidikan nasional(20),2013). outstanding education aims to equip students with special needs to be able to play an active role in society. each child is classified and incorporated into the class of their needs and necessities are provided at the school that suits their needs. the school then they are tough by faculty members who specialize in their respective needs, by means of tools required in accordance with the needs of their group (lidya, 2011).a student with special needs is “student who has a disability of an intellectual, physical, sensory, emotional or behavior nature, has a learning disability or has special paidi gusmuliana: the use of total physical response strategy |117 gifts or talents, as defined in special education services: a manual of policies, procedures, and guidelines (colombia, 2009,p.34). teachers in the classroom have to treat them more patiently and with one by one until the child understand what has been delivered.however, students feel that english is difficult to learn because english as a foreign language. recently, english is one of the important subject at school. it is shown from the teaching schedule of english subject that is taught from elementary until university level in indonesia. for especially, the student in smplbn curup selatan have different ability to catch the material. then in teaching learning process the teacher in visual impairment student or tunanetra, the student who has visualimpairment the teacher use listening to give instruction and will make some strategies, but they have high ability. in other word, although they can not see something in front of them, they have a good memorize to remind the lesson which the teacher teaches them. communication deafness or tunarungu, cause of this lessens will cancel process to get knowledge. lowness of intelligence level deafness student was not come from their low intellectual but the inteligence does not have chance to grow up. mentally retarded student or tunagrahita is student who has low intelligence in process learning subject. in smplbn curup selatan all students in this disability feel difficult to catch something because they cannot do something. consideration from others, the most students who has low value is mentally retarded student. additionally, the teacher has been using one of strategies in this school to make learning english easily. it is called total physical response (tpr) where it is a language teaching strategy on built around the coordination of speech actions and movement and learning language in motor activity(richard,p.3).from explanation, the total physical response can be used for teacher to teach or reduce stress of students in learning english. morever, according to asher, students will learn more when they are relax (asher,p.3). indeed, students learn more when they are relax and free from stressful situation. in the country, when the students are 118 | english franca, vol. 2, no. 2, 2018 in stress condition, they are not able to devote full energy to learn. based on pre observation one of schools that has difficulty in giving material or instructional material english lesson is slbn curup. english lesson has been taught once a week. there are three kinds of students who have disabilities. the first of the obstacles is visual impairment student (tunanetra) who could not see something or could not see what the teacher acted. the student just could hear what the teacher said. they could not do anything and did something like body language which use by a teacher besides a hearing. the second obstacle is mentally retarded student (tunagrahita). students who had this disability had limitation in intellectual functioning. the teacher had been teaching by totality but the student difficult to understand and catch the material because they have low iq. the third is communication deafness where a student could not hear the teacher sound or saying. student just can write, read and see something that the teachers act a movement. the student often got miss understanding about the material because they cannot complete the entire thing that the teachers want. it is not based on the teacher material and necessary. they just can catch and understand by using their own ability. furthermore, the teacher did approach to the student one by one to make them understand about the material. based the result of interview, she said that there were a lot teaching media used for teaching such video, pictures, real object. however, because the fact that the students from different disabilities were joined into one classroom. it made the teacher herself got difficulties to use those media. fortunately, she used tpr strategy regularly that she got a significance or effective teaching in the classroom. yet, she still got problematic how to manage students when she implemented tpr strategy, for the students should get special treatment owing to their limitations. moreover, it was due to some factors such the students had low capacity to receive information and had body disability to do something. based on the phenomena and explanation above, the researcher needed to know the implementation and they have obstacles of using tpr strategy in teaching english at slbn curup selatan paidi gusmuliana: the use of total physical response strategy |119 theoritical framework the physical response is a strategy of teaching language using physical movement to react to verbal input in order to reduce students’ inhibitions and lower their affective filter. it allows students to react to language without thinking too much, facilities long term retention, and reduces student’s anxiety and stress (simon, 1977,p. 1). the total physical response (tpr) involves the students listening and responding to commands given by the teacher such as ‘sit down’ and ‘walk,’’ with complexity of the commands growing over times as the class acquires more language. student speech is delayed, and once student indicate a willingness to talk them initially give commands to other students.the total physical response (tpr) involves the students listening and responding to commands given by the teacher such as ‘sit down’ and ‘walk,’’ with complexity of the commands growing over times as the class acquires more language. student speech is delayed, and once student indicate a willingness to talk them initially give commands to other students (setiyadi, 2006). from explanation above, itcan beconcluded that the primay school can improve their students’ ability in english by using total physical response that helps them to the better understand. the objective of total physical response a strategy in teaching or learning process should be develop in order to will get better purpose for a betterr study.tpr had been developed to improve the better result in teaching learning process of a new language. in learning to communicate a foreign language the tpr belieevest in the importance of having the student enjoy their experience. according to larsen-freeman tpr was developing in order to reduce the stress people when studying foreign languages and thereby encourage students to persist in their study beyond a beginning level of proficiency (larsen-freeman,p.113). ricard and rodger say the general objectives of total physical response are to teach oral proficiency at a beginning level. comprehension is a mean to an end, and the ultimate aim is to teach basic speaking skills. tpr aims to produce learners who are capable of an uninhibited communication that is intelligible to a native speaker (jack, 1986). meanwhile, in process 120 | english franca, vol. 2, no. 2, 2018 learning new language by using tpr was developing some a result too be better. a student reduce their stress in the class when the situation was bad. in using some tools here, they can enjoy in their experience. the teacher, learner’s role in tpr and instructional materials the teacher role the teacher plays an active and direct role in total physical response. the instructor is the director of a stage play in which the student are the actor in the class. although, they are different students but the teacher should use the same strategy to teaching. it is the teacher who decides what to teach, who a presents and models the new material, and who select supporting materials for classroom use. learners role every learner in total physical response has the primary roles of listeners and performer. they listen attentively and respond physically to command given by the teacher. listeners have little influence over the content of learning, since content is determined by the teacher, who must follow the imperative – based format for lessons. according to larsen and freeman, students are imitators of the teacher’s nonverbal model. there will be a role reversal with individual students directing the teacher and other students (diane larsen, p.113).in tpr, learners monitor and evaluate their own progress. they are encouraged to speak when they feel ready to accept the lesson by using their selves. the role of instruction materials there is generally no basic text in total physical response course. material and regalia play in increasing role. however, in later learning stages, for absolute beginners, lessons may not require the use of materials, since the teacher’s voice, action and gestures may be a sufficient basic for classroom object, such as books, pens, cups, furniture. as the course develops, the teacher will need to make or collect to supporting materials to support teaching point. these may include picture, reality, sliders and word chart (richard,p.115). paidi gusmuliana: the use of total physical response strategy |121 the characteristic of total physical response before the researcher are going to implementation the tpr strategy for teaching a foreign language, the teacher should understand what are the characteristic of this strategy. concerning tpr, ommagio mentions the characteristics of tpr; they are as follow (ommagio, 1986): a. the teacher directs and the students acts in response b. understanding of the spoken language must be developed in advance of speaking. c. understanding and retention is best achieved through movement of the students’ bodies in response to commands d. listening and physical response skills are emphasized over oral production e. students should never be forced off speak before they are ready. as the target language is internalized, speaking will be emerged naturally f. grammar and vocabulary are emphasized over other long areas. spoken language is emphasized over written language g. whenever possible, humpier is injected into the lessons to make the learners more comfortable in learning languageuage. the characteristic of total physical response is very suitable for some student who has disabilities. they are students who always difficult to learn but in this character student will act in response. the teacher gives them stimulation directly in learning. for instance, ‘’touch your hand’’ they will be act in speaking but just for student who know what the teacher say. there have been done of previous researchers who conducted the implementation of total physical response strategy in learning english. sugito, in his researcher entitled “teaching listening to the fourth grade of elementary school students by using the total physical response strategy. this research is aimed to know: the extent of 122 | english franca, vol. 2, no. 2, 2018 students’ understanding toward teaching and learning listening comprehension material by using the total physical total response strategy and the student’ attitude towards teaching and learning process. in teaching and learning process, teacher should give comprehension in put in order to make their student grasps the material given. more important than that, teacher should avoid a barrier that may prevent their, from learning and it can be high anxiety or low motivation. and enjoyable strategy is needed act accordingly (sugito, 2004). eka febrianti conducted a research entitle ’’ teacher technique in teaching english for retarded student (study case at slb junior high school gi mataram (musirawas). the study that use is descriptive qualitative .’’ the object of this study was english teacher for physical handicapped student, mental retarded and blind student. first, for physical disabled students, teacher used speech technique, answer question, and memorize vocabulary. second, in teaching english for student with mental retardation, teacher use speech technique and answering question. the last, to teach blind students teacher uses speech technique, answer and question and assignment (febriyanti, 2013).based on explanation some researches above, this research, the writer focused on implementation of tpr strategy and some difficulties in teaching student by using tpr strategy with student in special need by differences. research methodology the present research is descriptive research. it is involve in qualitative research. in other words, this research is descriptive research which present by qualitative way. qualitative research is research studies that investigate the quality of relationship, activities, situations or material (jack, 2009,p.422).it means that the data which collected in this research is about situation and condition of the research field as the important aspect of the research. the descriptive event use one variable and it does not compare with one or more variable, and it focused on the factual data.descriptive research means a paidi gusmuliana: the use of total physical response strategy |123 reasearch focused in describing any situation or condition in population, systemaically, factually, and accurately(zuriah, 2007).so, the reason on researcher chose qualitative in implementation of tpr strategy to know the activities, situation and material that they use in process. and the researcher will only present all the fact objectively based on the data that is obtained from: observation and interview. this research was carried out at slbn curup selatan. there are two english teachers who teach in this school with different grade. so, the researcher chose both of the as the subject involved to complete the data of the implementation of using tpr strategy. according to creswell, "the varied nature of qualitative form of data they are place into: observation, interviews and questionnaires, documentations, audio-visual material (creswell, 2002)." in this research, the researcher used observation, interview and documentation, as the instruments of this research to collecting the data. in the process of collecting data, the researcher will identifies and analyzed the data. the techniques of collecting the data are as follows: 1. observation: the technique of collecting data that the researcher used observation. observation data are attractive as they afford the researcher the opportunity to gather ‘live’ data from ‘ live’ situation. like patton states in research method in education the researcher is given the opportunity to look at what is taking place rather than at second hand(lois, 2005).in this research, researcher uses non participant observation. nonparticipation means to observer is not directly involved in the situation being observed(gay, 2000)..it means the researcher does not participate in the learning process which is investigated. 2. interview: interview is used for collecting formation which is not obtained from the observation. in this research, the researcher used interview to collect the data for second research question to know the method used by the teachers by selected important way for a researcher to check the accuracy to verify or refute the impressions he or she gained through observation (cohen,p.445). interties which used in this research were semi 124 | english franca, vol. 2, no. 2, 2018 structure interview. in this type of in interview, the researcher attempts to achieve a holistic understanding of the interviews’ point of view or situation (dawson, 2002). in other hand semistructure interview the participant is free to talk about what they deems important. for this research, when the researcher want to get the data did interview by using guidelines of interview and also using tape recorder for taken the result from the interview. after all the data is collecting, the researcher write in written text script findings and discussion the researcher presented the finding from observation checklist, and interviewed. this research had been done on may until july 2017. the aims of this research were investigate how the implementation of total physical response strategy is, and difficulties are faced by the students of implementing the total physical response at junior high school slbn curup selatan. the observations were done in two classes of seven grade student (visual impairment, and communication deafness student) for 4 meetings in each class. in collecting the data researcher used some instruments such as checklist observation and interview guidance. the implementation of total physical response at slbn curup selatan to know the data or the result, the researcher used checklist of observation. it was aimed at knowing how the implementation of total physical response in this school based on the theory like the procedures of teaching using tpr strategy, principles, objective of total physical response strategy. students with visual impairment / tunanetra in the first meeting on2nd may 2017, the researcher observed process of theimplementation total physical response strategy. for visual impairment students could not see something or teacher’s movement when they are learning. they just listen what the teacher paidi gusmuliana: the use of total physical response strategy |125 says or commands. the topic is introducing yourselves. in the beginning lesson, the teacher does not delay until the students understand to speak generally about spoken language. in addition, the teacher needs something to make stimulus in the beginning lesson. first, the teacher gave a model by introducing herself such as name, address, age, and hobby in front of the classroom then, students listened what the teacher said and also teacher translated one by one the word that had been taught because the students could not translated the word by their selves in using dictionary. after that, the teacher asked to the students to memorize the material about. from the observation, one student participated well to remember vocabulary. example: ona : my name is ona. i live in dasta. i’m 15 years old. i like dangdut music. friend : what you like in classroom, ona? ona : i like a pen from example above, ona tried to share or present the material about introduction. one of the students asked to ona and he answered the question surrounding them which is very beneficial to supporting the material in the class. furthermore, teacher who teaches the visual impairment tried to do in some ways to make student understanding of spoken language in order they have bravery to indicate their selves ready to talk in front of the teacher and their friends. unfortunately, when they did the teacher command to speak, the spoken language was not same to the word and the sentence based on the written as they used brailed. in process of learning, the teacher got better result in teaching new vocabulary. although the students could not see, they could catch of new language that just listen. moreover, there was one student who got late to catch instruction from the teacher, for he get retarded mental where he had to listen carefully to process the information. data from field note that he could associate the 126 | english franca, vol. 2, no. 2, 2018 information from the teacher around three minutes. finally, the result of interview could be seen as follow: researcher: why does this student get late to catch information from you? teacher: actually, this student got low to get and process the information, for he is categorized as low of intelligent. it means that the obstacle which is faced that the students has limitation in intellectual functioning, expressed in conceptual, social, and other skill. in the second meeting on 9th may 2017, the topic is things in the classroom. based on the observation checklist, the teacher still used steps of tpr strategy instruction in teaching english. there were some activities in the class when process learning was begun. before the teacher started the process, the teacher reviewed the material before because the aim was to make them remember of some vocabulary. in beginning, prepared some things like pen, pencil, book, bag etc. then she mentioned one by one in english. furthermore, she gave to the students to touch that thing. then, while the teacher spelled the thing one by one, the students then write them into english by brailer letter. in this meeting, the problem was faced by the students such writing which the teacher had to spell the word. next, in the third meeting on 16th may 2017. the topic is about parts of body. in this meeting, the teacher wrote the topic on the whiteboard. she mentioned some parts of body in english, and the students listened to the teacher. after that, the teacher gave model of them with expressions such as this is my head and the students followed the teacher. she also ordered students to touch parts of body by giving instruction. from this meeting, it could be seen that students felt enjoy in process of learning. unfortunately, based on the result of exercise found that some students got low score. it was because the teacher set the time that they had to finish and submit the result. as a result, some of them could not concentrate well. it means that some of the need more time to finish the items as they have limited capacity. paidi gusmuliana: the use of total physical response strategy |127 at the fourth meeting on 30st may 2017, the material is about animal. the teacher investigates the implementation of this total physical response by observation and field note. the teacher used video to make the students more interesting to learn. in this time, the students just heard the song, but it was different from the last time. although the students listened sound about the english one, but the meaning was just from the animal sound. so, they guest what is the name of animal is it. after that the teacher asked to the student to answer the sound. if they have been ready to answered and understand about the meaning so it is successful to reach the better result from the fourth meeting. because listening is included during most of the stages of the tpr strategy: in the presentation of vocabulary, in students’ aural recognition of said vocabulary and finally in the practice stage where the teacher gives commands or information students need to respond to in different ways. in this time the teacher used extra energy to talk and they should make the student know how to say without writing. the student is a type of persons who likes to listen, it makes her becomes a listener type. she loves to hear than observe, because she interest in language is hearing many sound. the teacher did not want to force the student to accept much material that would make them stress to process learning. they just reviewed the material from the first meeting until the end of the meeting in the class. deaf and mute students in the first meeting on 5th may 2017, the topic was about days. before the learning process was started, the teacher invited student to follow the instruction to artedgive pray to the god in order to they gave the blessing from allah. after that, the teacher wrote the material in the whiteboard about the vocabulary of days. in write the material, teacher did not write about the english one but also she wrote the indonesia and alphabet of the vocabulary. to make the student more understand and easier to read of it. in the second meeting on 12th may 2017, based on observation the teacher still invited the student to pray to the god. they were talk about introduce yourselves. the teacher wrote the material and read all the written by using body language. the students responded the material by using body language and response by 128 | english franca, vol. 2, no. 2, 2018 physical. finally, in learning process the student who could not remember or understand the material in the class. but the teachers still do the best for students in order they could enjoyed in the class. on the other hand, the main problem for the teacher in handling the students was to control the students who are need special treatment and attention. based on activities in the class during four meetings, it could be concluded that two of english teacher used total physical response strategy, but both of them used different ways. for example, the teacher of blind students mostly used instruction model and audio to make them involved in learning process. in addition, she gave real object that students can touch those things. the second one is teacher of deaf and mute students. she used command and instruction by physical movement. then she must write spelling how to pronounce words into indonesia language. the students’ difficulties of implementation total physical response strategy at slbn curup selatan based on the interviewed from the finding at 16th– 17thjune 2017 the students got difficulties to understand materials by implementation tpr strategy in slbn. the researcher got the data from teachers interview about the difficulties based on part of tpr strategy that consist of the principles, the objectives, the teachers, learners roles and instructional materials and characteristic of total physical response strategy. from blind students, they could not see what the object is, and they got difficult to understand the abstract word such days in a week. furthermore, it can be seen from the answered of the questions list in interview. the activity of the difficulties result also show that the teacher felt difficult in implementing the process of total physical response. it was caused students who have different disabilities. the student had different level of difficulties in learning process. it was from the background the students who have different disabilities. so the implementation of total physical response should have variety based on students with disabilities. it could be seen from the result of interview as in the following: paidi gusmuliana: the use of total physical response strategy |129 researcher : what are the main problem being faced by the blind students in learning english? teacher: the problem comes from their intellectual which some of them only get barrier from seeing something, yet some of them are late to process information from the teacher. next is that they usually need much time in understanding materials and doing exercise. so, time is also considered for treat them. from the information above, it means that although the students are included in blind students, they have different intellectual in understanding materials. therefore, some of them could understand material quickly other than some of them is late to process the information from the teacher. the result of interview for the mute and deaf students can be seen as follow: researcher : what are some problems that students faced in learning english? teacher : to be honest, i got some challenging to transfer knowledge for mute and deaf students as i must use sign language, spell the words into indonesia language. it was because the students cannot hear and speak the words correctly. moreover, i should treat students as one by one. it means that the factor that makes students get difficulty learning english which from their intellectual that influence the process of catching information. based on the interview in implementing the principles of total physical response. the researcher indicated that who teaches blind students did not have difficulties of this part, but the teacher who teaches mute and deaf students got some difficulties when the teacher did delay just before spoken from students to their understanding of spoken language generally steady extensively. when the teacher wanted to give the student materials in the beginning level, they were very difficult to implement. then, the teacher have limited about knowledge that give big effect to the students spoken. therefore, the teacher had difficulties in trying to do so in some ways to the 130 | english franca, vol. 2, no. 2, 2018 understanding of the spoken language utterances made by the instructor in the form of imperative. because of the teacher have did some ways in learning but they have difficulties to make the student understand. the short age of the media that one of the difficulties in teaching. second, based on the interview from objective of total physical response the researcher get the result that and indicated the teacher who teaches blind students felt difficult in implementing using action based drills in the imperative form. it is because the student had not time to do movement in another place. in imperative form to the student action it was difficult to do. the teachers jobs here just say and did dialogue in teaching not others job. the teacher who teaches deaf and mute students had difficulties in teaching oral proficiency at a beginning level. because in the beginning of the teacher taught language. the teacher should write the alphabet in learning process so if there was not supporting of equipment to teach the student. it was one of the shortages that the teacher found. the teacher also had difficulties to make the student understand. it needs some ways to make the student easier in catching materials. so, from the statement above, that the teacher could not teach the new material in this student. because every meeting they would forget about the material that had been shared. next, the teacher felt difficulties in teaching oral proficiency at a beginning level and using comprehension as a means to speaking. because it was very difficult to make the student understand about the material that had been taught. it was very impossible for this student easy in learning. according to ricard an d rodger say the general objectives of total physical response are to teach oral proficiency at a beginning level. comprehension is a mean to an end, and the ultimate aim is to teach basic speaking skills. finally, the teacher get differen sifficulties in implementing part by part of this strategiy for the student who have differen dissabilities. third, from the interview the researcher got some result from the teachers, learners roles, and instructional material that followed some difficulties from the teacher implementing are. the reseacrher indicate that who teaches blind students got the difficulties from implementing paidi gusmuliana: the use of total physical response strategy |131 in select supporting the material. it is because the teacher could not use supporting material in learning for student visual impairment. because of them could not see something that the teacher used. in process learning the student could not response and active in the class because the students are listeners not performers. the teacher asked to response what the teacher command for the student who as a listeners by individual. because in learning the teacher difficult when should teaching the student by nonverbal model. likes the teacher used some stuff in the class as the normally student. from interview who teaches deaf and mute students got difficulties in the teacher who decides what to teach and present the new materials. because the teacher difficulties when they must present the new material every meeting. whereas, the teacher who decides what to teach and present the new materials. it was difficult to implement in learning english because the teacher should use body language every single time in teaching. the teacher difficult to asked the student response in collectively because the student just could response what the teacher nonverbal movement in teaching. for example, the teacher asked to the student to come to the stage to write what they were talking about. learners role, every learner in total physical response has the primary roles of listeners and performers. they listen attentively and respond physically to command given by the teacher. listeners have little influence over the content of learning, since content is determined by the teacher, who must follow the imperative – based format for lessons. and the role of instructtion materials that there is generally no basic text in total physical response course. material and reality play in increasing role. however, in later learning stages, for absolute beginners, lessons may not require the use of materials, since the teacher’s voice, action and gestures may be a sufficient basic for classroom object, such as books, pens, cups, furniture. as the course develops, the teacher will need to make or collect to supporting materials to support teaching point. these may include picture, reality, sliders and word chart. 132 | english franca, vol. 2, no. 2, 2018 fourth, from the interview the researcher got some result from the characteristic of total physical response that indicated from the teacher who teaches blind students got difficulties in teacher directs and the students acts in response. so the teacher difficult to asked from the student to act something. because the teacher could not force the student to give response from their instructions, she felt difficult when teaching should by using body’s movement. student who could not see something surrounding the class or their environment were could not response in physical but they just give response in speaking. then, the teacher didn’t implement the grammar in visual impairment because they just learned about low material to add the knowledge from the teacher. difficulties from the teacher followed from the student situation. the condition that was not support in learning so it can makes the teacher difficult to enter their full body in implementing this strategy. the researcher found the result from the interview that who teaches deaf and mute students got some difficulties in implementing that were: understanding of the spoken language must be developed in advance of speaking. so the teacher needs extra knowledge to teach the student with special needs. when the teacher want to ask the student to response were very difficult because they had not have ability to listen and speak what the teacher command. certainly, the teacher used to teach grammar in the past time. but the student could not accept all of the material. according to omaigo the characteristic are follows the teacher directs and the students acts in response, understanding of the spoken language must be developed in advance of speaking, understanding and retention is best achieved through movement of the students’ bodies in response to commands, listening and physical response skills are emphasized over oral production, students should never be forced off speak before they are ready. as the target language is internalized, speaking will be emerged naturally, grammar and vocabulary are emphasized over other long areas. spoken language is emphasized over written language, whenever possible; humor is injected in to the lessons to make the learners more comfortable in learning languagee. paidi gusmuliana: the use of total physical response strategy |133 in order to, every single teacher had differences in implementing some part from this characteristic that have been implemented to student with special needs. based on the all explanations above, although the researcher got different result from checklist observation and interview, the researcher concluded that the teacher have been implementing the total physical response in student who have special needs. but the implementation was not clear because just some part of the theories that have been implemented. the researcher looked at the implementation of implementing that the teacher have tried to implement this strategy but here the student have different disabilities. so, it can be said that the teacher could not applied all of the theories in every students. then, the teacher has some difficulties in implementing the strategy in every single student with dissabilities. there were some of the obstacle that the teacher difficult to implement it. conclusion based on the implementation result in previous chapter, the researcher concluded that the process of implementation tpr strategy the teacher teach the student who have differences limitation. althought not all of the students can accept all the material by using tpr strategy, but they felt more enjoy when the teacher taught the. in process learning the teacher never forced the students to speak or to response what the teacher command given. visual impairment have limitation in seeing something but they have good quality or they are clever than others student. the last student who can not hear and speak in the class, so they use body language and write to make undesrtand the material about. the factors that influence students got difficulties in understanding material are from their intellectual that they have low capacity in catching materials. therefore, the teacher felt hard to control them all. the factor is the students’ special treatment like intensive learning which they need much time to understand materials. references 134 | english franca, vol. 2, no. 2, 2018 hornby., as. (1947). oxford lerner’s dictionary of current english. oxford: oxford university. smart, aqila. (2010). anak cacat bukan kiamat (metode pembelajaran & terapi untuk anak berkebutuhan khusus). yogyakarta : kata hati. columbia, british. (1999). english as a second language learner: a guide for esl specialists. british columbia. robledo, caranza tamara. (2017). teaching english to students with special needs. universidad de salamanca, issn 244-1333 verbela ano iii, numero 2, bb-115. dawson, chaterine. (2002). practical research method. united kongdom: deer park production. cohen. lois at al. research method in education, new york: taylor &francis e-library. depdikbud. (2006). identifikasi dan evaluasi anak luar biasa. jakarta: cv harapan baru. efendi, mohammad. (2006). pengantar psikopedagogik anak berkelainan. jakarta: pt bumi aksara. diane larsen-freeman. (techniques and principles in language teaching. oxford: oxford university prees. directorat pendidikan luar biasa (article). 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(2005). teaching listening to the fourth graders of elementary school student by using the total physical response method (a case of fourth graders of sdn jinggotan kembang jepara in academic year of 2004-2005). semarang: unpublished semarang states university. octaviany, yenni. (2007). the aplication of total physical response method in teaching english vocabulary to the fourth graders of sdn negero 04 krajangkulon kaliwungu kendal in academic year 2006/2007. semarang: unpublised semarang atet university. english franca : academic journal of english language and education vol. 2, no. 2, 2018, iain curup p-issn 2580-3670, e-issn 2580-3689 the identification of multiple intelligence in relation to english achievement of the sixth graders of sd negeri 32 palembang kurnia saputri universitas muhammadiyah palembang kurniasaputri93@gmail.com abstract the identification of multiple intelligence in relation to english achievement of the sixth graders of sd n 32 palembang. based on the data analysis, there were five major findings: first, linguistic, logical, spatial, musical, and interpersonal intelligences were types of intelligence of the sixth graders. second, most of the students dominantly have interpersonal intelligence. third, based on the calculation of z scores (standard scores), logical-ma thematical intelligence was the type of intelligence that had better english achievement because this type had the positive scores higher than the negative scores. fourth, the variance of population was homogeneous. fifth, the mean value of population was homogeneous and correlated each other. key words: english achievement and multiple intelligences. introduction learning achievement may depend on several factors that can be classified into internal and external factors. according to sumadi suryabrata as cited in himayana (2006:1) learning achievement is influenced by external and internal factors that form association of several sub factors. the external factors consist of environmental factors such as natural and social environment, and instrumental factors such as curriculum, facilities and teachers. the internal factors consist of physiological factors such as body condition and mailto:kurniasaputri93@gmail.com 160 | english franca, vol. 2, no. 2, 2018 five senses, and psychological factors such as talent, interest, intelligence, motivation and cognitive style. according to sayderman and rothman as cited in robent e. slavin (1997-131), intelligence is a general aptitude for learning, often measured by the ability to deal with abstraction and to solve problems. the concept of intelligence has been discussed since before the time of the ancient greeks, but the scientific study of the topic just began with the work of alfred binet, who devised the first measure of intelligence in 1904. the french asked binet to find a way to identify children who needed special help in their schooling. his measure assessed a broad range of skills and performances but produced a single score, called intelligence quotient (iq). then, it becomes famous that people use intelligence quotient (10) to measure someone's intelligence. people judge that someone who has a high score on his iq test is a special and will be more successful than the one who gets lower. but then some researchers in the field of intelligence have long argued that people have a variety of different intelligences. a person may be good at learning language and terrible of learning music or vice vena. many people are terrific at calculate could not write a good essay or paint a good picture. some people can walk into a room full of strangers and immediately figure out the relationships and feelings among them; other might never learn the skill. a single number (a score on a 10 est.) cannot adequately represent the complex and diverse capabilities of a human being (synderman and rothman in robert e. slavin, 1997: 1311. intelligence is a mixture of several abilities. dr. howard gardner, professor of education st harvard university developed the theory of multiple intelligences in 1983. it suggests that the traditional notion of intelligence, based on 1q testing is very limited. instcad, gardner proposes eight different intelligences to account for a broader range of human potential. these intelligences are; linguistic intelligence ("word smart logical mathematical intelligence ("number / reasoning sman"). spatial intelligence kurnia saputri: the identification of multile intelligence in relation to english achievement|161 ("picture smart), bodily-kinesthetic intelligence ("body smart), musical intelligence music smart). interpersonal intelligence (peopliesmarnt intrapersonal intelligence (nature smart). the former studies done by surip (1994:42) and kirana (2005:21) dealt with english achievement and reading achievement and shearer (2006:26) dealt with math skill. surip (1994: 42) found that the levels of the students' intelligence influence the students' english achievement. the students with high level of intelligence tend to be better in english achievement than those with low level of intelligence. shearer (2006:26) found that high math skill is most directly related to the logical math and intrapersonal intelligences and to a lesser degree of the linguistic intelligence. those studies indicate that the intelligence is one of the internal factors which may influence the students' achievement. but, the studies about multiple intelligences themselves are still seldom done. moreover, the research about multiple intelligence conducted at elementary school is never done by the previous researchers. as we know, parents should know earlier their children' types of intelligence beginning from elementary school in order to make it easier for them to develop their children' future later. theoritical framework intelligence related to achievement learning is the combination of how we absorb, manage, and process the information. it is the perceptual and cognitive skills and strategies the learner uses in gathering, interpreting and storing information. according to deporter and heremacki (2003:110) cited in heri (2003) that there are two main categories concerned about the way people learn; (1) how people perceive information with perceptual modality learning style and (2) how people organize and process those information by using brain dominance. achievement refers to something achieved, something done successfully with effort and skill (hornby, 1974:48). in our daily life, 162 | english franca, vol. 2, no. 2, 2018 achievement can be result. gardner (1999) has identified eight different types of intelligences that each individual has the capacity to posses. the idea of multiple intelligences is important because it allows for educators to identify different strengths and weaknesses in students and also contradicts the idea that intelligence can be measured through iq only, and it also related to the two main categories, which must be concerned about the way people learn. the concept of intelligence according to oxford dictionary, intelligence is the ability of living creatures to process information. papalia and olds (1988:132) state that the countless concepts of what intelligence is range from a genetically endowed, inborn, general capacity to develop number of intellectual abilities to the ability to do a variety of specific things and to engage in rational, productive behavior and to "whatever intelligence tests santrock (1991 251) says that intelligence is one or more abilities a person has, the ability to reason, solve problem, think abstractly rather than concretely to the new situation and generalize the new solution of other problems. furthermore, wechster (1975) in feldman (1989.213) asserts intelligence as the apucity to understand world, think rationally, and use resources effectively when focus the challenges. in addition, piaget as cited in bootzin (1986:370) says that intelligence does not by any means appear at once derived from those which have preceded it. intelligence presents, on the contrary, a remarkable continuity with the acgaired or even inborn process in which it depends and at making the use of time. sternberg as cited in santrock, john w. & laster m. sdorow (2000:298) defines intelligence as the mental capacity to automatist information processing and to emit contextually appropriate behavior in response to novelty. he proposes a triarchic theory of intelligence with these aspects: componential intelligence, experiential intelligence, and contextual intelligence. while gardner as cited in gregory (2004:153) define intelligence as the ability or skill to solve problems or to fashion products that are valued within one or more cultural setting. he proposes a theory of multiple intelligences based loosely upon the kurnia saputri: the identification of multile intelligence in relation to english achievement|163 study of brain behavior relationships. he argues for the existence of several relatively independent intelligences, including linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, personal, intrapersonal, and naturalist. in spite of this diversity of view points, two themes recur again and again in expert definitions of intelligence. broadly speaking, the experts tent to agree that intelligence is (1) the capacity to learn from experience, and (2) the capacity to adapt to one’s environment. the concept of multiple intelligences multiple intelligence theory was developed by howard gardner. he defined multiple intelligence as the ability to create an effective product or offer a service that is valued in a culture; a set of skills that make it possible for a person to solve problems in life; the potential for finding or creating solutions for problems, which involves gathering new knowledge. there are 8 types of multiple intelligence that would be explained below. the idea of multiple intelligence comes out of psychology. it is a theory that was developed to document the fact that human beings have very different kinds of intellectual strengths and that these strengths are very important in how kids learn and how people represent things in their minds and then how people use them in order to show that it is that they have understood. if we all had exactly the same kind of mind and there was only kind of intelligence, then we could teach everybody the same thing in the same way and asses them in the same way that would be fair. but once we realize that people have very kinds of minds, different kinds of strengths, some people are good in thinking spatially, some people are good in thinking language, other people are very logical, other people need to do hands on, they need to actually explore actively and to try things out. once we realize that, then education which treats everybody the same way is actually the most unfair education. harvard professor howard gardner as cited in tan oon seng, et al (2003:121) has defined eight different types of intelligences that 164 | english franca, vol. 2, no. 2, 2018 each individual has the capacity to posses. the idea of multiple intelligences is important because it allows for educators to identify differing strengths and weaknesses in students and also contradicts the idea that intelligence can be measured through iq only. the principles of multiple intelligences there are six principles of multiple intelligences 2.4 (http:/leader.louisville.eduedt/kemp/edtl501/spring03/learn/mi.p pt), they are: 1. it is important to teach subject matter through a variety of activities and projects; 2. assessments should be integrated into learning. and students need to play an active role in their assessment. when a student helps determine and clarify the goals of classroom activities, his or her academic success and confidence increases. 3. offer students a number of choices for 'showing what they know 4. intelligence is not singular: intelligences are multiple 5. multiple intelligences can be identified and described 6. the use of one of the intelligences can be used to enhance intelligence. types of intelligence according to gardner as cited in rose (1997:59), there are at least eight different types of intelligence. depending on the background and age, some intelligences are more developed than others. he suggests most of us are strong at least in three types. visual/spatial intelligence the ability to perceive the visual. these learners tend to think about pictures and need to create vivid mental images to retain information. they enjoy looking at maps, charts, pictures, videos, and movies. their skills include: puzzle building, reading, writing understanding charts and graphs, a good sense of direction, sketching painting, creating visual metaphors and analogies kurnia saputri: the identification of multile intelligence in relation to english achievement|165 (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical object, interpreting visual images. possible career interests: navigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, and engineers. verbal/linguistic intelligence the ability to use words and language. these learners have highly developed auditory skills and are generally elegant speakers. they think in words rather than pictures. their skills include: listening, speaking, writing, telling a story, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage. possible career interests: poet, journalist, writer, teacher, lawyer, politician. logical/mathematical intelligence the ability to use reason, logic and numbers. these learners think conceptually in logical and numerical patterns making connections between pieces of information. always curious about the world around them, these learners ask lots of questions and like to do experiments. their skills include: problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progression, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes. possible career paths: scientist, engineers, computer programmers, researchers, accountants, mathematician. bodily/kinesthetic intelligence the ability to control body movements and handle objects skillfully. these learners express themselves through movement. they have a good sense of balance and eye-hand co-ordination (e,g. ball play, balancing beams). through intercting with the space around them, they are able to remember and process information. 166 | english franca, vol. 2, no. 2, 2018 their skills include: dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, and expressing emotions through the body. possible career paths: athletes, physical education teacher, dancers, actors, firefighters, and artisans. musical/rhythmic intelligence the ability to produce and appreciate music. these musically inclined learners think in sounds, rhythms and patterns. they immediately respond to music either appreciating or criticizing what they hear. many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dropping taps). their skills include: singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering, melodies, understanding the structure and rhythm of music. possible career paths: musician, disc jockey, singer and composer. interpersonal intelligence the ability to relate and understand others. these learners try to see things from other people’s point of view in order to understand how they think and feel. they often have an uncanny ability to sense feelings, intentions and motivations. they are great organizers, although they sometimes resort to manipulate. generally they try to maintain peace in group settings and encourage cooperation. they use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others. their skills include: seeing things from other perspective (dual-perspective, listening, using empathy, understanding other people’s mood and feelings, counseling, cooperating with groups, noticing people’s moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people. possible career paths: counselor, salesperson, politician, business person. naturalist intelligence kurnia saputri: the identification of multile intelligence in relation to english achievement|167 the ability to understand different species, recognized patterns in nature, classify natural objects. these learners try to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world. their skills include: recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others. possible career paths: researchers, theorists, philosophers. cognitive development theory unlike behaviorism, the cognitive theory focuses on what is going on inside the student's mind. learning is not just a change in behavior; it is a change in the way a student thinks, understands, or feels. there are two branches of cognitive theory. two of the major theories may broadly be classified as the information processing model and the social interaction model. the first says that the student's brain has internal structures which select and process incoming material, store and retrieve it, use it to produce behavior, and receive and process feedback on the results. this involves a number of cognitive processes, including executive functions of recognizing expectancies, planning and monitoring performance, encoding and chunking information, and producing internal and external responses. the second says the social interaction theories stress that learning and subsequent changes in behavior take place as a result of interaction between the student and the environment. behavior is modeled either by people or symbolically. thus, the social environment to which the student is exposed demonstrates or models behaviors, and the student cognitively processes the observed behaviors and consequences. the cognitive processes include attention, retention, motor responses, and motivation. techniques for learning include direct modeling and verbal instruction. behavior, personal factors, and environmental events all 168 | english franca, vol. 2, no. 2, 2018 work together to produce learning. cognitive development theories are clearly explained in piaget theory and vygotsky theory. piaget theory according piaget, first the child as active learner. piaget’s concern was with how young children function in the world that surrounds them, and how this influences their mental development. the child is seen as continually interacting with the world around her/him, solving problems that are presented by the environment. it is through taking action to solve problems that learning occurs. for example, a very young child might encounter the problem of how to get food from her bowl into her mouth. in solving the problem, with a spoon or with fingers, the child learns the music control and direction-finding needed to feed herself. the knowledge that results from such action is not imitated or in-bon, but is actively constructed by the child. piaget differentiates two says in which development can take place as a result of activity : assimilation and accommodation. assimilation happens when action takes place without any change to the child; accommodation involves the child adjusting to features of the environment in some way. returning to the example of feeding, let’s imagine what might happen when a child, who has learnt to use a spoon, is presented with a fork to eat with. she may first use the fork in just the same way as the spoon was used; this is assimilation of the new tool to existing skills and knowledge. when the child realizes that the prongs of the fork offer new eating opportunitiesspiking food rather than just ‘spooning’ it – accommodation occurs; the child’s actions and knowledge adapt to the new possibility and something new is created. the second, the child as sense maker. we can take from piaget the very important idea of the child as an active learner and thinker, constructing his or her own knowledge from working with objects or ideas. donaldson’s emphasizes that the child actively tries to make sense of the world ….asks questions,….wants to know….also from a kurnia saputri: the identification of multile intelligence in relation to english achievement|169 very early stage the child has purpose and intentions; he wants to do. (donaldson 1978:86). piaget divides the child’s path of development into four stages which began with birth and culminated in the teen years. these stages are: 1. sensorimotor stage (birth – 2 years old) -child interacts with environment through physical actions (sucking, pushing, grabbing, shaking, etc.) these interactions build the child’s cognitive structures about the world and how it functions or responds. object permanence is discovered (things still exist while out of view). 2. preoperational stage (ages 2-7) -child is not yet able to form abstract conceptions, must have hands-on experiences and visual representations in order to form basic conclusions. typically, experiences and visual representations in order to form basic conclusions. typically, experiences and visual representations in order to form basic conclusions. typically, experiences must occur repeatedly before the child grasps the cause and effect connection. 3. concrete operations (ages 7-11) -child is developing considerable knowledge base from physical experiences. child begins to draw on this knowledge base to make more sophisticated explanations and predictions. begins to do some abstract problem solving such as mental math, etc. still understands best when educational material refers to real life situations. 4. formal operations (beginning at ages 11-15) -child’s knowledge base and cognitive structures are much more similar to those of an adult. ability for abstract thought increases markedly. vygotsky theory 170 | english franca, vol. 2, no. 2, 2018 the child as social. vygotsky views of development differ from piaget’s in the importance he gives to language and to other people in the child world. although vygotsky theory is currently most noted for his central focus on the social, and modern developments are often labeled ‘sociocultural theory’, he did not neglect the individual or individual cognitive development. underlying vygotsky theory is the central observation that development and learning take place in a social context, i.e. in a world full of other people, who interact with the child from birth onwards. whereas for piaget the child is an active learner alone in a world of objects, for vygotsky the child is an active learner in a world full of other people. those people play important roles in helping children to learn, bringing objects and ideas to their attention, talking while playing and about playing, reading stories, asking questions, in a whole range of ways, adults mediate the world for children and make it accessible of human intelligence. with the help of adults, children can do and understand much more than they can on their own. the word is a recognizable linguistic unit for children in their first language and so they will notice words in the language. often too we teach children in their first language and so they will notice words in the new language. often too we teach children words in the new language by showing them objects that they can see and touch, and that have single word labels in the first language. from their earliest lessons, children are encouraged to think of the new language as a set of words, although of course this may not be the only way they think of it. vygotsky used the idea of the zpd (zone of proximal development) to give a new meaning to intelligence. rather than measuring intelligence by what a child can do alone, vygotsky suggested that intelligence was better measured by what a child can do with skilled help. children learning language bruner’s theory for bruner, language is the most important tool for cognitive growth, and he has investigated how adults use language to mediate the world for children and help them to solve problems (bruner 1983, kurnia saputri: the identification of multile intelligence in relation to english achievement|171 1990). talk that supports a child in carrying out an activity, as a kind of verbal version of the fine-tuned help given in the baby feeding example above has been labeled scaffolding (wood, bruner and ross 1976). in experiments with american mothers and children, parents who scaffolded tasks effectively for children did the following:  they made the children interested in the task  they simplified the task, often by breaking it down into smaller steps  they kept the child on track towards completing the task by reminding the child of what the goal was  they pointed out what was important to do or showed the child other ways of doing parts of the tasks  they controlled the child’s frustration during the task  they demonstrated an idealized version of the task moreover, good scaffolding was tuned to the needs of the chid and adjusted as the child became more competent. scaffolding has been transferred to the classroom and teacher-pupil talk. concepts of young learners scott and ytreberg (1990:1-4) divide young learners into two main groups the five to seven year olds and the eight to ten year olds. the characteristics are: five to seven year olds general characteristics:  they can talk about what they are doing.  they can tell you about what they have done or heard.  they can plan activities.  they can argue for something and tell you why they think what they think.  they can use logical reasoning.  they can use their vivid imagination. 172 | english franca, vol. 2, no. 2, 2018  they can use a wide range of intonation patterns in their mother tongue.  they can understand direct human interaction. language development:  they know that the world is governed by rules. they may not always understand the rules, but they know that they are there to be obeyed, and the rules help to nurture a feeling of security.  they understand situations more quickly than they understand the language used.  they used language skills long before they are aware of them.  their own understanding comes through hands and eyes and ears. the physical world is dominant at all times.  they are very logical-what you say first happens first. ‘before you turn off the light, put your book way’ can mean 1. turn of the light 2. put your book away.  they have a very short attention and concentration span.  young children sometimes halve in knowing what fact is and what fiction is. the dividing line between the real world and the imaginary world is not clear.  the adult world and the child’s world are not the same. children do not always understand what adults are talking about. adults do not always understand what children are talking about. the difference is that adults usually find out by asking question, but children do not always ask. they either pretend to understand, or they understand in their own terms and do what they think you want them to do.  young children cannot decide for themselves what to learn.  young children love to play, and learn best when they are enjoying themselves. but they also take themselves seriously and like to think that what they are doing is ‘real’ work.  young children are enthuastic and positive about learning. eight to ten year old. kurnia saputri: the identification of multile intelligence in relation to english achievement|173 general characteristic:  their basic concepts are formed. they have very decided views of the world.  they can tell the different between fact and opinion.  they ask questions all the time.  they rely on the spoken word as well as the physical word to convey and understand meaning.  they are able to make some decisions about their own learning.  they have definite views about what they like and do not like doing.  they have a developed sense of fairness about what happens in the classroom and begin to question the teacher’s decisions.  they are able to work with others and learn from others. language development:  they have a language with all the basic elements in place. they can understand abstracts and symbols (beginning with words). also, they can generalize and systemize. similarly, de nagy (2005) states that young learners refer to the children from the ages of four tp twelve. the classification and the characteristics of them are shown as follow: four to six year olds experience of formal tuition:  no school readiness skill.  no experience of formal tuition. knowledge of the world:  limited-depends on home background. ability to read and write:  not able to or beginning to learn. seven to none year olds experience of formal tuition: 174 | english franca, vol. 2, no. 2, 2018  have had 1-2 years of primary school.  learning to read and write, etc.  some school readiness. knowledge of the world:  some but still mainly concerned to own reality. ability to read and write:  confident but for some still very much in the learning process. ten to twelve year olds experience or formal tuition:  complete or completing primary school.  three to five years of formal education.  because of above, expectation with regard to teacher/learning, etc.  awareness of how to behave. knowledge of the world:  more extensive-influenced by educational process-outside factors, etc.  proficient. characteristics of young learners based on their types of intelligences 1. verbal/linguistic intelligence  asks lots of question  enjoys talking  has a good vocabulary  can pick up a new language easily  enjoys playing with words (e.g. word games, puns, rhymes)  enjoys reading  likes to write  understanding function of language kurnia saputri: the identification of multile intelligence in relation to english achievement|175  is good at memorizing names, places, dates and trivial 2. logical/mathematical intelligence  enjoys solving puzzles  playas with number (counting)  wants to know how thing work  likes to collect and classify things  does well at math, reasoning, logic, and problem solving 3. visual/spatial intelligence  likes to draw  likes to take things a part  likes to build thing  enjoy puzzles  likes to doodle  has a good sense of parts to the whole  remembers places by descriptions or images  can interpret maps  is a good imagining thing, sensing, changes, mazes/puzzles, reading maps and charts. 4. bodily/kinesthetic intelligence  has a good sense of balance  is good graceful in movement  “reads” body language  can communicate ideas through gesture  is good physical activities (e.g. sport, dance, acting) and crafts 5. musical/rhythmic intelligence  is sensitive to sound patterns  hums tunes  taps or sways in rhythm  has a good sense of pitch  moves rhythmically  remembers tunes and sound patterns  seeks and enjoys musical experiences 176 | english franca, vol. 2, no. 2, 2018  plays with sound  is good at remembering melodies 6. interpersonal intelligence  demonstrates empathy toward others  is admired by peers  relates well to peers and adults like  works cooperatively with others  is sensitive to the feelings of others  is good at understanding people 7. intrapersonal intelligence  can express strong like or dislike of particular activities  can communicate feelings  is confident of own abilities  likes being original  is good at pursuing own interests and goals 8. naturalistic intelligence  understand different species  recognize patterns in nature  classify natural objects  discriminate among living things (plants, animals) as well as sensitivity to others features of the natural world. http://www.cambridgeesol.org/exams/young-learners/yle.html. research methodology this study is conducted by applying descriptive method. descriptive research involves the collection of data in order to test hypotheses or to answer questions concerning the current status of the subjects of the study (wasson, 2002 as cited in nurdianita, 2007:31). best and khan (1935:105) state: a descriptive method study describes and interprets what it is. it is concerned with conditions or relationships that exist, opinion that are held, processes that are going on, effects that are evident, or trends that are developing. it is primarily concerned with the presents, although http://www.cambridgeesol.org/exams/young-learners/yle.html kurnia saputri: the identification of multile intelligence in relation to english achievement|177 it often considers past events and influences as they are related to current condition. while popham and sirotnik (1967:4) state that descriptive method is used to describe the data and summarize sets of numerical data such as test scores, ages and years of education. there are two kinds of variables in this study, the independent variable and the dependent variable. independent variables are those the researcher chooses to study in order to asses their possible affect(s) on one or more other variables. dependent variables are those which are affected by the independent variables (fraenkel and wallen, 1991: 25). the independent variable of this study is students" multiple intelligences, while the dependent variable is english achievement of the sixth graders of sd negeri 32 palembang. the title of this research is "the identification of multiple intelligences in relation to english achievement of the sixth graders of sd negeri 32 palembang to avoid misinterpretation, some terms will be explained. multiple intelligences refers to the types of intelligence. they are linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence (rose, 1999:77). identification is derived from the word "identify" means to find out something. so, identification is the act of identifying something. english achievement refers to the result of an english lesson taken from the students' semester examination result (summative test). a population is a group of elements or cases whether individuals, objects or events that confirm to specific criteria and to which we intend to generalize the result of the research (mcmillan, 1992:78). the population of this study is the sixth-grade students of sd n 32 palembang in academic year 2007/2008 with a total number of 73 students. table 1 shows the population of the study. actually, taking the samples depends on how many subjects included in the population. since the total number of subjects in 178 | english franca, vol. 2, no. 2, 2018 population of this study were less than 100 students, the writer decide to take all subjects in population as samples. this was based on what arikunto (1996: 45) states that if the subjects are less than 100, it is better to take all subjects in population. the sampling method is commonly called "non probability samples" according to best (1993:18), non probability samples use whatever subjects are available rather than following a specific subject selection process. finally, it can be concluded that the sample was the same as the population. the sample was 73 sixth graders of sd negeri 32 palembang which consisted of two classes: iv a and iv b. the data of the study would be classified into two groups, (1) the data gained from the questionnaire and (2) documentation. questionnaire arikunto (1996:128) states that a questionnaire is the amount of written questions, which are used to obtain information from respondents' deals with the report about themselves, and things that they know. to know the students' type of intelligence, the writer used ready-made questionnaire taken from rose, collin, and malcom j. nicholl (1997). the questionnaire was distributed to the sixth grade students and is translated into indonesian. the questionnaire consists of 8 types of multiple intelligences. each type is presented by 10 questions. question number 1, 2, 11, 12, 21, 31, 41, 51, 61, and 71 are linguistic intelligence; 3, 13, 22, 23, 32, 33, 42, 52, 62, and 72 are logical-mathematical intelligence; 4, 14, 24, 34, 43, 44, 53, 54, 63, and 73 are spatial intelligence; 5, 15, 25, 35, 45, 55, 64, 65, 74, and 75 are bodily-kinesthetic intelligence; 6, 7, 16, 17, 26, 36, 46, 56, 66, and 76 are musical intelligence; 8, 18, 27, 28, 38, 37, 47, 57, 67, and 77 are interpersonal intelligences; 9, 19, 29, 39, 48, 49, 58, 59, 68, and 78 are intrapersonal intelligence; 10, 20, 30, 40, 50, 60, 69, 70, 79, and 80 are naturalist intelligence and the writer would explain to the students soon if they have problems with the questions. each item of question is provided with two options (yes or no). the students kurnia saputri: the identification of multile intelligence in relation to english achievement|179 simply chose the options by giving the check (√) on the answer sheet at the appropriate column. documentation the writer would use the current results of english achievement test of the sixth graders of sdn 32 palembang in the academic year of 2007/2008. the score would be collected by the writer. these grades were classified into these categories: table 1. the category of students’ grade no score interval category 1 86-100 very good 2 71-85 good 3 56-70 average 4 41-55 poor 5 1-40 very poor source of score interval: sdn 32 palembang 20017/2008 since this study is a quantitative study, statistics would be used. the statistical analysis applied to verify the problem of the study is the anova test and levena test (test of homogeneity of variances). the calculation was done by using spss version 12.00. this analysis would be used in order to find out: (1) which types of multiple intelligences appear of the sixth graders of sdn 32 180 | english franca, vol. 2, no. 2, 2018 palembang, (2) after that the writer put the types of multiple intelligences based on their own groups, for example type of intrapersonal intelligence would be put in intrapersonal intelligence group, (3) then, the writer would calculate the percentage of each multiple intelligence type with the average score of students’ english achievement of each multiple type. finally, the writer would find out which dominant types of multiple intelligences have better english achievement. findings and discussion from each type of multiple intelligence, it was found that the students were dominant in interpersonal intelligence because from 68 students as the sample, there were 18 students / 24.66 % ( the highest total of students ) belong to this type of intelligence. the distribution of students' english achievement score showed that none of the students in very good category , 10 students ( 13.69 % ) were in good category , 22 students ( 30.14 % ) were in average category , 25 students ( 34.25 % ) were in poor category , and 13 students ( 21.92 % ) were in very poor category . the writer also found that from 8 types of multiple intelligence which she distributed through ready-made questionnaire to the sixth graders of sd negeri 32 palembang, there were only 5 types of intelligent most appear of them (many students were in these 5 types), they were linguistic, logical-mathematical, spatial, musical and interpersonal intelligences. the writer has read one of papers presented at relo (regional english language officer) seminar, entitled "teaching using multiple intelligences psychological perspectives" by dr. khoiruddin bashori (the rector of university of muhammadiyah yogyakarta". he explained that our education doesn't develop intelligence very specifically yet but most of the parents usually use the students’ scores in the report book as the reflection of children's intelligence. the children who get high rankings, good in mathematics and memorizing hard are always categorized as smart kurnia saputri: the identification of multile intelligence in relation to english achievement|181 students. our education seems to focus on the existing potential use of linguistic and logical-mathematical intelligence. that is why most of our students only focus on that intelligence. one thing we must remember that students' type of intelligence was not the only factor influencing the students' english achievement, some other factors could be involved beside students' intelligence. according to sumadi suryabrata as cited in surip (1995:1).learning achievement is influenced by external and internal factors that form association of several sub factors. the external factors consist of environmental factors such as natural and social environment, and instrumental factors such as curriculum, facilities and teachers. the internal factors consist of physiological factors such as body condition and five senses, and psychological factors such as talent, interest, intelligence, motivation, and cognitive style. such result could happen because of the weaknesses on instruments, the writer, and the students themselves (the honesty on answering the questionnaire, wrong interpretations of the questions asked, etc). all of the factors should be taken into account. type of intelligence that has better english achievement from the result of the multiple intelligence questionnaires and the students english achievement , it was found that from 73 students , there were 11 ( 15.07 % ) students who are dominant in logical-mathematical intelligence. 2 of them were had very poor score, 3 of them got poor score, 3 of them got average score, 3 of them got good score while none of them got very good score. to decide which type of multiple intelligence had better english achievement, the writer used z score as a standard scores that useful of describing a raw score's position in a distribution expressing the score's distance above or below the mean score. after calculating the z score, we would get the positive scores and the negative scores. type of multiple intelligence which had better english achievement was depend on the total of positive scores must be higher than the negative scores in each types of intelligence. the formula of z score 182 | english franca, vol. 2, no. 2, 2018 itself is as follows: where: standard score (z score) x english score z mean score per each types of multiple intelligence o standard deviation per each types of multiple intelligence. after the calculation of the z scores in each type of intelligence, it was found that logical-mathematical intelligence was the type of intelligence that had positive scores higher than negative scores while others have the same scores between negative and positive scores or even the negative scores higher than positive scores (appendix e).it can be concluded that the students who had logical-mathematical intelligence had better english achievement. conclusion from all of the descriptions and explanations discussed in the previous chapter. this chapter draws five conclusions and four suggestions. conclusions based on the result of the study and the interpretation, five conclusions can be drawn. first, linguistic, logical, spatial, musical, and interpersonal intelligences were types of intelligence most appear to the sixth graders. second, most of the students dominantly have interpersonal intelligence. third, it can be concluded that the students who had logical-mathematical intelligence had better english achievement because based on the calculation of z scores, only logical-mathematical intelligence which has the positive scores higher than the negative scores. fourth, from the levene test of homogeneity of variances, it was found that the variance of groups population was the same or homogeneous. fifth from the anova (f test), it was found that the value of mean square from groups population was homogeneous and correlated to each other. references afni tri. (1998). some problems in tefl to the third year of siudents from sltplb m. ypac palembarg. unpublished bachelor's kurnia saputri: the identification of multile intelligence in relation to english achievement|183 thesis.indralaya: faculty of teacher training and education, sriwijaya university. arikunto, suharsimi. (1996). proseda research aprakiek approach. jakarta: rineka cipta. bootzin, r. r. (1986). psychology today: an introduction 6 ed new york. ny teacher training and education, sriwijaya university. rineka cipta mcgraw-hill inc. feldman, r.s. 1989. the importance of understanding psychology. new york, ny. mcgiraw-hill.inc. fraenkel, lack of r and norman e. wallen. (1991).edhucational reserch to gardner, howard 2003. multiple intelligence (majemsuk intelligence) batam. ghozali, imam. (2007). application of multivariate analysis with spss program. google.http: /www.okstate.edu/ag/agedem4h duvag / agedsmth / academic / aged5930a / 5980 / newpagci 6, html. 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(2003). educational psychology: a practitioner researcher approach (an asian edition). shenton way: thomson. slavin, robert e. (1997). educational psychology: theory and practice. (fithedition ). needham heights , nj viacom company. surip, rosdiana. (1994). the relationship between the intelligence and english edition). needham heights, nj: a achievement of the third year students of sma n 7 palembang. unpublished undergraduate thesis. popham, w james and sirotnik, kennet a. (1967). educational statistics. new york, ny: interpreters of happer collins publisher mcgraw-hill, inc. second edition los angeles: harper and row publishers. rose,collin, and malcom j. nicholl. (1997). accclerated learning for the 21th century. london: judy piatkus. rose, collin. (1999). kuasa lebih bubu pintr accelerated learning. bandung: kaifa. santrock,. j. w. (1991). psychology of the science of mind and beharvior. 3t ed dallas, tx: wm. c. brown publishers. santrock,.john w and lester m sdorow. (2000). selected material from psychology. dubuque. io: mcgraw hill companies. seng, tan oon. (2003). educational psychology: a practitioner researcher approach (an asian edition). shenton way: thomson. slavin, robert e. (1997). educational psychology: theory and practice. (fithedition ). needham heights , nj viacom company. surip,rosdiana. (1994). the relationship between the intelligence and english edition). needham heights, nj: a achievement of the kurnia saputri: the identification of multile intelligence in relation to english achievement|185 third year students of sma n 7 palembang. unpublished undergraduate thesis. 186 | english franca, vol. 2, no. 2, 2018 english franca : academic journal of english language and education vol. 3, no. 1, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 the effect of fix up strategy in enhancing students’ reading comprehension in iain curup hadi suhermanto iain curup hadi13nov74@gmail.com abstract this study aimed to find out whether there is any effect of fix-up strategy on students’ reading comprehension at second semester english study program students in iain curup. this study employed a quasi experimental research design. the sample of this study was second semester english study program students in iain curup. it consisted of 60 students. the instrument on this research was reading test which was aimed to measure students’ reading comprehension. the reading test consists of 30 multiple choice questions for pre-and posttest. the finding of this research showed that the t-count value was 3,905 more than t-table value, it means that h0 was rejected and hypothesis h1 that stated there was any effect of applying fix-up strategy on the students’ reading comprehension at second semester english study program students in iain curup was accepted. fix-up strategy was proved to be effective to be used in teaching reading since there was a significant difference of students’ meanscore after doing the treatment by using fix-up strategy. key words: reading comprehension, fix-up strategy introduction english is worldwide language that is learned by the entire nation in the world. not only learned but also used as daily language for communicating with others or simply called english as a second language or english as foreign language. it is used to have interaction over the sea, technology literacy skill, and even to develop the knowledge. someone must prepare her/himself with knowledge and mailto:hadi13nov74@gmail.com 2 | english franca, vol. 3, no. 1, 2019 skills in english language that are needed and suitable with world of work. reading is one of skills in english which is to make people get an information from what they read in order to be able to reach the comprehension. reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. however, some people argue that comprehension is more difficult than just reading for understanding (nunan, 2003). actually, reading skill is very important for students such as; the students can get information from they read, the students can add their knowledge and can enlarge the way of their thinking by reading any text. therefore, the students should have skill in reading to add their information and enrich their knowledge. reading comprehension is the core of the reading activity. by having comprehension, students are able to make sense what the texts tell about. reading comprehension is as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (catherine, 2002). they can also catch the general or detail information what the questions ask the students. therefore, comprehension is the purpose of reading. nunan (2003) stated that there are eight principles of teaching reading, namely; exploit the reader’s background knowledge, build a strong vocabulary base, teach for comprehension, work on increasing reading rate, teach reading strategies, encourage students to transform strategies into skills, build assessment and evaluation into your teaching and strive for continuous improvement as a reading teacher. those principles will help the teacher to teach reading in order to help students reach the main goal of reading. that is comprehension. based on the researcher’s experienceat second semester of english study program students in iain curup on february, 2018,it was found that the students had a problem in reading. the students’ reading comprehension was still low. it could be seen from the students’ achievement reading score. there were more than half of students who got reading score under 70. moreover, there were some facts that indicated the problem. first, students’ interest of reading was still low. second, students had difficulties in understanding the text. they got it difficult in understanding sentences, finding the meaning of the sentences or only understood the broad outline of the text content. the students needed a lot of time in understanding the text, they did not use chance to read english text either at home or in english lesson. the students had difficulties in doing exercises. hadi suhermanto: the effect of fix up startegy in enhancing students’ reading comprehension|3 in teaching reading there are many strategies which can be applied by teachers such as: selective underlining, anticipation guide, think aloud strategy, and fix-up strategy. all of those strategies are very important to improve teaching in learning process of english inclassroom in order to effective and efficient.one of effective strategies to be used in this school is fix-up strategy. fix up strategy is a strategy which can help the students understand the message of the text when they get stuck with certain words or certain sentences.morellion (2007: 116) says that fix up options are tools that readers can rely upon to find their way home, to make sense of what they read. when the students cannot understand the text during reading, the students use fix up option to catch the message of the text. duffy (209: 130) states that fix up strategy is frequently referred to as “look-backs.” it refers to a strategy in which readers search backward and sometimes forward in a text to remove a meaning blockage encountered while reading. to use look-backs, reader’s first need to understand that it is essential to monitor meaning getting what the reader reads, then to stophen a problem is encountered. based on the problem above, the research question can be formulated as follow: is there any effect of applying fix-up strategy on students' reading comprehension at second semester english study program students in iain curup? theoritical framework 1. definition of reading reading is one of skills in english to make readers get information from what they read, and information from a text, it needs a thinking process in order to be able to reach the comprehension. reading is an extremely complex activity. it is involving combination of linguistics and cognitive abilities (grabe & stoller, 2002). relating linguistic abilities, reading involves the recognition of letters, words, phrases, and clauses. it also needs some aspects of language competences such as vocabulary, structure, spelling, and pronunciation. meanwhile, in term of abilities, the view reading which is offered as essentially concerned with meaning, specifically with the transfer of meaning from mind to mind; the transfer of a message from writer to reader (nuttall, 1982). in preparing the students for having good ability in reading, teachers are demanded to be creative in using the variety of ways in teaching reading. using interesting strategy in teaching reading will 4 | english franca, vol. 3, no. 1, 2019 make students become motivated and active in learning process. also teaching reading is prepared to make the students reach good comprehension of the lesson which is being taught. the goal of teaching reading is how to make students understand what they have read. because of this case, reading is one activity of language skills that should be acquired by the students. reading is one of the important skills which should be achieved in learning english. there are some definitions of reading which are mentioned by the experts. reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. in this case, the readers take the meaning from the text by combining information existed in the text and their experienced knowledge. in other words, it can be said that there is a correlation between the text and readers’ background knowledge for understanding the meaning of the text read (nuttal, 1982). according to snow (2002:54), “reading comprehension is as theprocess of simultaneously extracting and constructing meaning throughinteraction and involvement with written language”. in comprehendinga topic, the readers interacts with the text relates to the question of thetext to prior experiences of construct meaning which can be found in thetext. reading comprehension is very important for everyone whowants to enlarge their knowledge and information. therefore, in reading the readers should be active participants in catching the meaning from the text (snow, 2002) based on the explanation of some experts above, it can be concluded that reading is an activity of communication process between the readers and written words for getting the ideas or information and derives meaning based on their own background knowledge. based on the reading process, readers are hoped to get the understanding of the information which is talking in the text. the aim of reading is getting the comprehension of all information existed in the text read. 2. reading comprehension for many students, reading is the act of saying word to their teacher and their friends by looking at the passage. they have not learned that reading is a division of the main idea between the author and them. reading comprehension is a one of the complex and the combination of both lexical and text-progressing skills that are widely be acquainted interactively (nunan, 2003). two major approaches have been used to developing reading skill, known as extensive and intensive reading. these both approaches have important role play to gain knowledge in reading comprehension skill (louky, 2003). hadi suhermanto: the effect of fix up startegy in enhancing students’ reading comprehension|5 according to brassel et al (2008),before the students would learn how to comprehend their reading, the teacher should give definition what is reading comprehension and how they do to apply in learning process. reading refers to the ability to comprehend or make meaning from written text.a dictionary definition of the word read states that it is the ability to examine and comprehend the meaning of written words. comprehension, then, is at the heart of any conventional definition of reading. comprehension is the process of deriving meaning from connected text (elizabeth, 2003). it involves word knowledge (vocabulary) as well as thinking and reasoning. therefore, comprehension is not a passive process, but an active one. the reader actively engages with the text to construct meaning. this active engagement includes making use of prior knowledge. comprehension is the essential goal of reading and reading instruction. effective comprehension instruction goes beyond literal comprehension by challenging students to make deep inferences about texts, to think critically about the material they read, and to creatively transform the texts they encounter into other forms and formats. moreover, effective instruction in comprehension should be engaging for students and teachers. a great deal of research has explored and supported the notion that comprehension is a process demanding strategic approaches. good comprehends have learned that they have control of the reading process. they actively construct meaning as they read, and they also direct their own comprehending(blackhowic, 2008). reading comprehension is the activity where the students actually understand what they read about. reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. he uses the words extracting and constructing to emphasize both the importance and the insufficiency of thetext as a determinant of reading comprehension. reading is an important activity in life with which one can update his or her knowledge. reading skill is an important tool for academic success for students (patel and jain, 2008). according to snow (2002) reading comprehension capacity builds on successful initial reading instruction and the fact that children who can read words accurately and rapidly have a good foundation for progressing well in comprehension.reading comprehension involves much more than readers’ responses to text. reading comprehension is a multi component, highly complex process that involves many 6 | english franca, vol. 3, no. 1, 2019 interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in text, understanding of text types). furthermore, reading comprehension is not a static competency; it varies according to the purposes for reading and the text that is involved. when the prerequisite skills are in place, reading becomes an evolving interaction between the text and the background knowledge of the reader (louky, 2003). 3. comprehension level comprehension understands what is being said or read. when it comes to reading, it is an active process that must be developed if a learner is to become a proficient reader. effective reading skill development is further accomplished when the learner becomes proficient in literal, inferential and critical comprehensive reading. basaraba (2013) divided comprehension into three levels of comprehension, namely: literal, inferential, and evaluative level. literal comprehension involves what the author is actually saying. the reader needs to understand ideas and information explicitly stated in the reading material. some of this information is in the form of recognizing and recalling facts, identifying the main idea, supporting details, categorizing, outlining, and summarizing. the reader is also locating information, using context clues to supply meaning, following specific directions, following a sequence, identifying stated conclusion, and identifying explicitly stated relationships and organizational patterns. these organizational patterns can include cause and effect as well as comparison and contrast. for example, some questions and activities may include: what words state the main idea of the story?, how does the author summarize what she/he is saying?. inferential comprehension deals with what the author means by what is said. the reader must simply read between the lines and make inferences about things not directly stated. again these inferences are made in the main idea, supporting details, sequence, and cause and effect relationships. inferential comprehension could also involve interpreting figurative language, drawing conclusions, predicting outcomes, determining the mood, and judging the author’s point of view. the following questions are usually asked: what does the author value?, what is the theme?, what effect does this character/event have on the story?, how do you think this story will end?. evaluative comprehension is what the text is telling the readers about the world outside the story. readers must analyze what they have read. then they must form an opinion based on the information. in this hadi suhermanto: the effect of fix up startegy in enhancing students’ reading comprehension|7 levelof understanding of the text the reader can offer an opinion on the effectiveness of the text for its purpose. the fix-up strategy will be effective to be used to improve students’ literal, inferential, and evaluative comprehension. 4. definition of fix-up strategy according to duffy (2009), fix up strategy is a strategy which can help the students understand the message of the text when they get stuck with certain words or certain sentences. when using this strategy the teachers should provide the students with some tools for fixing up their meaning-making. these tools are called fix up options. morellion (2007) says that fix up options are tools that readers can rely upon to find their way home, to make sense of what they read. when the students cannot understand the text during reading, the students use fix up option to catch the message of the text. duffy (2009) states that fix up strategy is frequently referred to as “lookbacks.” it refers to a strategy in which readers search backward and sometimes forward in a text to remove a meaning blockage encountered while reading. to use look-backs, readers first need to understand that it is essential to monitor meaning getting as reader reads and that good readers stop when a problem is encountered. moreover, moreillon (2007) states that fix-up strategy offers readers processes they can use to recover meaning, such as rereading, reading ahead, or figuring out unknown words. according to education.com, fix up strategy is a strategy used to reconstruct meaning when comprehension goes astray. fix-up strategy includes rereading, reading ahead, identifying unknown words, making and changing predictions, connecting things in the text to personal experiences and memories. 6. steps in using fix-up strategy the researcher will implement the procedures of teaching reading using fix-up strategy by adopting several steps according to morellion (2007). the steps are as follows: 1. previewing. the students are asked to look the text at glance. they preview and think what the text is about. 2. predicting. the students read the heading or the title of the text and make a prediction what will happen next in the text. 3. reading. the students are doing the activity in reading the whole text and check whether their prediction is correct or not. 4. making connection.the students think about something that they have experienced which is related to the text. 8 | english franca, vol. 3, no. 1, 2019 5. visualizing. the students draw the characters which are stated in the text based on their imagination. 6.making inference. the students make inference of what they read. it helps the students to sum up the important points of the text they read. 7.asking new question and retelling the story. after reading the text, the students should ask questions related to the content of the text and retell what has been read to checkwhether they understand about the content or not. 7. previous study there are some studies using fix up strategy. first, the research by indrasari (2015) entitled “the effectiveness of using fix-up strategy to teach reading viewed from students’ self-confidence”. based on the result of data analysis, the research findings were: (1) fix up strategy is more effective than direct teaching to teach reading; (2) the achievement of students’ skill in reading does not depend on the level of the students’ self-confidence; and (3) there is an interaction between teaching strategies and students’ self-confidence. second, a research by kusumawati (2019) entitled the use of fix up strategy in teaching reading comprehension for eleventh grade students at sman 7 kediri. thefindings of the research werethe t-test was higher than t-table (7,539 > 2,034) it means that ho was rejected and ha was accepted. from the finding above, it can be concluded that fix up strategy was effective used in teaching reading comprehension. the researcher suggests to the english teachers to teach the students using fix up strategy because it was suitable strategy which makes the students easier to comprehend the text in fix up options. research methodology this study employed a quasi experimental research design.. the researcher used fix-up strategy as an independent variable, in order students reading comprehesion as a dependent variable. the researcher used two groups: experimental and control group. experimental group was a group that using fix-up strategy in teaching and learning process, while control group using conventional method. but, before give the treatment, a pre-test for each group given by the researcher in order to saw the level of students’ qualifications. after the treatment, a post-test give both groups in order to know the students’ reading comprehension scores. the sample of this research was the second semester english study program students in iain curup which consisted of 2 classes. the hadi suhermanto: the effect of fix up startegy in enhancing students’ reading comprehension|9 total number of sample was 60 students. the researcher decided to use some genres as the instrument of reading test based on the syllabus for second semester english students. the instrument was constructed by the researcher by collecting the questions from many sources, such as; book, worksheet, and internet. in collecting the data, researcher did some procedure to execute this research. both of the groups got a treatment in teaching but using different technique. researcherconducted the research by giving the treatment both control and experiment group. for experiment group, the researcher used fix-up strategy, while for control group the researcher used conventional method in teaching reading which was usually used by the english lecturers in teaching writing descriptive text (which means no additional treatment for control group). the treatment was done in four meetings both experiment and control group. then theresearcher gave some tests to know the students’ scores in reading. the test was conducted in experimental class and control class. the score of the test was given by the total of students’ correct answer in test. since this research is basically intend to investigate the effectiveness of using fix-up strategy toward reading comprehension. the data is obtain from the research use analyze statistical product for service (spss) 17.0 in ttest formula to find out the significant difference and significant effect between the means and decide whether those differences are likely to happen by chance or by treatment effect. the researcher did the normality distribution and variance homogeneity test before calculated the data using t-test formula. findings & discussions result after collecting and analyzing the data, the researcher displayed the result and findings in this chapter. the research question was answered and discussed detail in this chapter. the result of this research was divided into five sub-bab based on the data that was collected and analyzed by the researcher. each sub-bab was described in detail below. 1. result of normality and homogeneity before analyzing the hypothesis, the researcher did normality and homogeneity test. the normality test in this research used kolmogorovsmirnov of spss v.16 for windows with criteria ρ > 0.05. based on the calculation of normality, the researcher got the result that all data in pre-test both control and experiment class has been distributed 10 | english franca, vol. 3, no. 1, 2019 normally. as the spss output showed that the sig. of pre-test on experiment and control class=0,120 and 0,200 which means that the data on pre-test both control and experiment class was normal. furthermore, the sig. of post-test result on control and experiment class= 0,133 and 0,122 which also means that the data was distributed normally on post-test. moreover, the output of homogeneity test shows that the significance of pre-test and post-test homogeneity result between both classes were 0,557 and 0,960 with df2=58. since the sig.>0,05,it means that the sample of the data on pre-and post-test was homogenous. since the data was distributed normally and homogenous, the researcher did independent sample t-test to examine the hypothesis. 2. result of the study the results of this study were divided into two kinds, they were the result of pre-test (before giving the treatment) and the result of post-test (after giving the treatment). a. result of pre-test the result of the pre-test was found before the researcher gave the treatment to the students both in experiment and control class. the result of the pre-test between control and experiment class did not different significantly. the result can be seen in the table below. table 1 the meanscore of the pre-test group n meansc ore experiment 30 70.10 control 30 69.43 table 1 showed that the mean score of experiment class was 70,01 with total sample was 30 students and the mean score of control class was 69,43. based on the result of the pre-test above, it can be seen that there was no significance difference of the students’ mean score between experiment and control. it was because the students both experiment and control had similar cognitive achievement and competence in reading comprehension skill. the similar score between those groups became the reason why the researcher chose these two classes as the sample of this research. therefore, to know whether fixup strategy impact the students’ reading comprehension, the researcher applied two different strategies. the researcher taught experiment class hadi suhermanto: the effect of fix up startegy in enhancing students’ reading comprehension|11 by using fix-up strategy while the researcher taught control class by using conventional method. b. result of post-test after collecting the result of the pre-test, the researcher gave a treatment for control and experiment class. to find out the difference score between experiment and control class, the researcher gave a posttest to both experiment and control class. the post-test was given at the end of the treatment. the questions of post-test both experiment and control class was similar. after giving the post-test, the researcher calculated the score and mentioned it in the following table. table 2 the meanscore of the post-test group n meanscore experiment 30 79.33 control 30 69.76 regarding to table 2, the students’ mean score of the experiment class in post-test was improved better from the pre-test score. while the score of post-test in control class did not show an improvement in posttest result. the improvement of students’ score in experiment class from pre-test to post-test may be caused by the treatment did by the researcher. the researcher applied fix-up strategy in teaching reading in experiment group. however, to know whether the hypothesis was accepted or not, the researcher did hypothesis testing. discussion the finding of this research showed that there was any effect of applying fix-up strategy on the students’ reading comprehension at second semester of english study program students of iain curup. in other words, the use of fix-up strategy was generally more effective to improve students’ reading comprehension.this research finding confirmed some theory and previous studies. this study found that fix-up strategy is an efficient way to learn the course material in a cooperative learning approach which encourages engagement and empathy by giving each member of the group an essential part to play in the academic activity (aronson, 2000). fix up strategy is a strategy which can help the students understand the message of the text when they get stuck with certain words or certain sentences. when using this strategy the teachers should 12 | english franca, vol. 3, no. 1, 2019 provide the students with some tools for fixing up their meaningmaking. these tools are called fix up options. morellion (2007: 116) says that fix up options are tools that readers can rely upon to find their way home, to make sense of what they read. when the students cannot understand the text during reading, the students use fix up option to catch the message of the text. duffy (209: 130) states that fix up strategy is frequently referred to as “look-backs.” it refers to a strategy in which readers search backward and sometimes forward in a text to remove a meaning blockage encountered while reading. to use look-backs, readers first need to understand that it is essential to monitor meaning getting as reader reads and that good readers stop when a problem is encountered. moreover, moreillon (2007: 114) states that fix-up strategy offers readers processes they can use to recover meaning, such as rereading, reading ahead, or figuring out unknown words. according to education.com, fix up strategy is a strategy used to reconstruct meaning when comprehension goes astray. fix-up strategy includes rereading, reading ahead, identifying unknown words, making and changing predictions, connecting things in the text to personal experiences and memories. conclusion & suggestion conclusion regarding to the finding of this research, it can be concluded that there was a significant effect of applying fix-up strategy on the students’ reading comprehension at second semester of english study program students of iain curup. in other words, the use of fix-up strategy was generally effective to improve students’ reading comprehension at second semester of english study program students of iain curup. suggestion there are some suggestions offered by the researcher to the followings: 1. special for english teacher, fix-up strategy is one of teaching technique that can be considered to improve the students’ reading competence in the classroom especially in reading text. therefore, it is expected for the teacher/lecturers to encourage the students in reading activity in the classroom. 2. the use of fix-up strategy is useful to organize the students’ reading comprehension. the teacher’s guidance while teaching and learning was needed to get better achievement. hadi suhermanto: the effect of fix up startegy in enhancing students’ reading comprehension|13 3. more research studies with efl readers should be executed to further investigate the effectiveness of fix-up strategy on reading comprehension. references airasian, p and l. r. gay. 2004. educational 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(2007). think-aloud strategy: metacognitive development and monitoring comprehension in the middle school second-language classroom. journal of adolescent & adult literacy, 51(2), 136-147. moreillon, j. 2007. collaborative strategies forteaching reading comprehension. chicago: american library associationnunan, david. 2003. language teaching methodology. london: prentice hallinternational moss, b. (2005). making a case and a place for effective content area literacy instruction in the elementary grades. the reading teacher, 59(1), 46-55. doi:10.1598/rt.59.1.5 nunan, david. (2003). practical english language teaching. new york:the mcgraw-hill companies,inc. oster, l. (2001). using the think-aloud for reading instruction. the reading teacher, 3, 64-69. oxford. (2006). word power dictionary(pp 717). new york: oxford university press. patel and jain. (2008). english language teaching: methods, tools, and technique. new york:sunrise publisher and distribution. prezler, j. (2006). strategies to help readers make meaning through inferences grade 4-12. (pp 4). south dakota department of education seyler, dorothy u. (2004). the readingcontext: developing college reading skills. new york :pearson education, inc. wade, s. (1990). using think aloud to assess comprehension. the reading teacher, 3, 86-94. http://www.jefflindsay.com/educdata.shtml english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6284 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students desti ariani¹, ade hidayat², adrianus surianto girikallo3 ¹ politeknik raflesia, rejang lebong, indonesia ² politeknik raflesia, rejang lebong, indonesia ² akademi maritim indonesia aipi makasar, indonesia corresponding email: arin_desti@yahoo.co.id introduction learning english at raflesia polytechnic, especially at the electrical engineering study program, focuses on efforts to improve students' communicative competence. the learning provides the students with the skills necessary to communicate in english in their future careers. therefore, the learning activities are mostly in the form of speaking practice emphasized to several aspects; enriching english vocabulary especially related to electrical engineering, pronuncing the vocabulary correctly, selecting and using the vocabulary appropriately according to context, and speaking fluently. however, the practice of speaking, which is frequently done in groups, is still carried out in a simple way where students are assigned a certain topic and they practice the speaking task in front of the class. this learning method seems to need updating because based on student scores in the past semester and the result of interview with several students, students' speaking skills are still unsatisfactory with several indications; limited vocabulary, incorrect pronunciation, and lack of self-confidence. students’ weakness on those aspects above is in line to the previous research done in electrical engineering study program . the research reveals some students’ problems in speaking english. first is in the term of pronunciation. some technical vocabularies that the students admitted are not familiar with are mispronounced by the students during the presentation that hence requires them to clarify the meaning. second is the problem of vocabulary. students are lack of both common and technical vocabularies. as the result, their speaking frequently ends in long pause or silence. third is the problem of anxiety which is reflected by the trembling voice the students made and by the students’ avoidance on classmates’ and lecturer’s attention during speaking. this anxiety is resulted from the feeling of nervous as well as the fear of making mistake and getting negative abstract. this classroom action research aims to determine the improvement in students' english speaking skill by implementing project based learning in a blended learning system. this model of learning was conducted in two cycles consisting of four meetings in each of the cycle. the research began with a pre-test to determine initial speaking skills and language aspects which became the weaknesses of polytechnic students in speaking english. the results of the pre-test then became the basis for implementing the project based learning model. online learning was conducted by using online media to observe the process of projects making and to submit those speaking projects which were regarded as post-test at the same time. face-to-face learning, on the other hand, was carried out to discuss the learning topics before the speaking project assignment. the results of the study showed an improvement in students' english speaking skills after the implementation of project based learning. in the pre-test, the average score of students' speaking skills was only 58.7. in post-test 1 of cycle 1, the average increased to 63.5 and in post-test 2 of cycle 2 it increased to 70.1. in addition, the study revealed that project based learning also succeeded in changing the students’ learning attitude and in promoting students’ creativity. keywords: project based learning, blended learning, online media, polytechnic http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:arin_desti@yahoo.co.id desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 80 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) evaluation from both classmates and lecturer. those problems above then lead to condition in which students tend to postpone even avoid their turn in doing speaking task (ariani, 2019). in regard to the unsatisfactory of students’ english speaking skill of the electrical engineering students, it is necessary to apply a more effective learning model. this learning model is expected to increase students' learning motivation which will ultimately affect their english speaking skill. one of the appropriate learning models according to the researchers is project based learning. project-based learning is considered as an appropriate learning to help students to improve their speaking skill (kusumawati, 2019). this learning model has attracted a lot of interest from researchers recently due to its benefits and has been defined in various ways. riswandi (2018) proposes that project based learning is a learning that allows students to learn through a project which is decided and conducted by the students themselves associated by the teacher’s help. handrianto and rahman (2018) suggest that project based learning is one of experience-based learning presenting a meaningful experience for the students since the students go through every stage of project making started from planning, preparing, and completing project assignment. project based learning is a student-centered learning involving students actively in the process of project making as the learning outcomes. due to the ongoing of covid 19 pandemic and face-to-face learning restriction, project based learning can be implemented by taking the advantage of technology development. technology-based learning is well known as online learning or e-learning. this learning is at first intended for higher education by utilizing various online media available to achieve high quality and efficient learning (simamora, 2020). online learning offers flexible learning by the help of internet that can be access by students anywhere and anytime (dhawan, 2020). therefore, students’ involvement in the learning process will increase for the online learning is not limited by time and space. it is clear then that online learning can be regarded as distance learning where both educators and students are not in one particular location, so they need technology, especially the internet as the learning media. learning media can be said as tool used to convey material in the learning process (boove as cited in simamora, 2020). learning media is claimed to greatly affect the effectiveness of learning if it is selected and designed according to the right instructional method. in this study, however, project based learning was not fully applied in online learning but in blended. thus, the learning was conducted both offline and online. researchers conducted offline learning which emphasized to the explanation of subject matter by having face to face interaction with the students in the classroom. online learning, on the other hand, emphasized more to the students’ learning outcome in the form of speaking project video. in this online learning, researchers and students utilized three online learning media; whatsapp (wa), zoom meeting, and google classroom. these learning platforms were chosen with the consideration that all students own and master the use of each of them. theoritical framework project based learning project based learning refers to one of the student-oriented learning models (student centered). this learning model involves students actively in learning activities in the form of project assignment (praba, artini, & ramendra, 2018). students have more opportunities to explore their talent since the learning process is dominated by the students and the teachers just take part to facilitate, motivate and help the students whenever they face problems during the project making. hugerat (in kholis and aziz, 2019) defines project based learning as a method that enables students to carry out a project producing a product, publication, or presentation as the learning outcome. in the same tone, trisyagil, ahmad & kustiono (2020) propose project based learning as innovative learning involving the project creating done independently by the students. specifically in language learning class, the implementation of project based learning is believed to bring positive effects to students’ learning progress. lubis, lubis & ashadi (2018) point out that project based learning significantly develops not only students’ interpersonal desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 81 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) communication but also their creativity. torres and rodriques (as cited in kurniawati, susanto & munir, 2019) propose that project based learning may improve students’ oral production through the development of their lexical competence. at last but not least, simbolon, haryudin, & efransyah (2019) state that project based learning is beneficial to improve students’ speaking skill for the students have the same speaking opportunity in presenting their project. according to kusumawati (2019), project-based learning implementation involves some steps. the first is speculation. at this step, teacher and students may discuss about the project which is suitable to the learning objectives and students’ need and condition. the second is designing the project activities including forming group, assigning role of group members, and planning how the project will be done. the third is conducting the project. in this step, the students do the project based on what has been planned before. they work in group, gather information, discuss with the members of their groups, and consult with their teacher whenever they encounter problems. the last step is performing and evaluating the project. these sequential steps are expected to enhance students’ interest, motivation, and engagement as well as to provide meaningful and contextual learning for the students to practice their english speaking. in this study, those steps mentioned above were applied by researchers. blended learning system the development of technology, nowadays, plays a significant role in shifting the models of learning process. thus, technology development has provided many online media that can be used for learning and may offers a different and an interesting circumstance for the students. one of learning models that takes the benefit of online media and frequently conducted by educaters especially on the going of covid 19 is blended learning. thorne (as cited in ali and sofa, 2018) defines blended learning as the strategy in combining the innovative and technological advancements of online learning with the interaction and participation of traditional learning, to meet the challenge of connecting learning and development to students' needs. almost in the same tone, simbolon, et all (2021) proposes blended learning in the term of hybrid mode of learning in which the learning process is the combination of conventional face to face interaction and online mode. these two ideas above clearly highlight that blended learning is the learning that takes the advantages of technology development by combining traditional face to face interaction with the online to support an interactive learning process. marsh (as cited in gumartifa, larasati, & aurelia, 2020) points out some benefits of blended learning; it offers a more individualized learning experience, encourages independent and group learning, boosts students’ engagement, accommodates a variety of learning styles, and offers an adaptable learning to meet the needs of students. from some opinions above, it can be inferred that blended learning can be one of alternative to provide a meaningful learning not only for the students but also for the teachers. on one side, it helps the students to have a better achievement through the combining face to face and online learning. on other side, it also helps the teachers to conduct the process of the learning itself. blended learning may solve the problem of distance and learning costs since the learning is not only held in the classroom but can be done elsewhere using online media. in fact, learning which is done only in the classroom limits the students’ space to explore their potential. however, learning by using online media has proven succeed in gaining students’ involvement and in avoiding the students’ boredom during the process of learning. online learning media media selection greatly affects the learning process. media help students to have better understanding on the lesson so the objective of the learning would be better achieved (trisyagil, ahmadi, & kustiono, 2020). for online learning, various learning media are available in the internet nowadays. both of teachers and students may access them anytime and anywhere to carry out the learning process. some of those which are popular recently are zoom meeting, whatsapp, and google classroom. zoom meeting is the platform provides video conferencing services that can be accessed from mobile devices, pcs or laptops. zoom meeting is basically desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 82 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) an application for communicating via video. this application is provided free of charge for video conferences of up to 100 participants with a time limited of around 45 minutes. meanwhile, for an extension of time, users of this application must pay a monthly subscription fee. apart from being able to conduct meetings online, zoom meeting also provides a chat service that allows meeting participants to discuss as well as a share screen feature that can be used to display and share material. another application that is also popular today is whatsapp. due to students' familiarity with its use, whatsapp has emerged as a popular online tool for educational purposes (ristanti, 2020). whatsapp is not only used for communication but also as a learning medium for it provides many features to facilitate the learning process include group chat, share documents, and dropbox (prajana, 2017). whatsapp is an open source based online learning application by which teachers can provide materials, communicate, take attendance, and evaluate students. in english teaching class, whatsapp is considered giving more opportunities for students to practice their english language skills for free. besides, learning via whatsapp allows for stronger bonds between teachers and students so that students may become sociable persons (jasrial, 2018). next media which was introduced by google in 2014 and often used for online leaning is google classroom. google classroom is a web-friendly application-based online learning program that can be used to support learning by providing actual learning activities and tasks. furthermore, it makes the transferring and receiving knowledge simpler and grading tests paperless (islam, 2018). mafa (2018) mentions the benefits of using google classroom to support learning activities from the aspect of classroom management, flexibility, safety and security, and also collaboration. google classroom helps teachers create and manage classes easily, provide assignments and feedback to students more efficiently, and improve the quality of communication with students. the principal goal of google classroom is to streamline the process of sharing documents between educators and students. google classroom combines google drive to create and to submit assignment, google docs, sheets, and slides for writing, gmail for communication, and google calendar for scheduling (gumartifa, larasati, & aurelia, 2020). in this study, those three online media above are used to implement project based learning. material and method this classroom action research was conducted at electrical engineering study program of raflesia polytechnic and involved the first semester students of the odd academic year 2021/2022. considering the problems in speaking english that the students had, the researchers initiated to choose project based learning model to be implemented on “bahasa inggris teknik i” subject. this learning was carried out in a blended system; the combination of online and offline learning. online media was used in online learning observe students’ activities during the project making and to submit students' speaking project which at the same time functioned as post-test. while face-to-face learning was conducted at the classroom to discuss the topics before the speaking project assignment. the project based learning itself was conducted in two cycles with four meetings in each cycle. each cycle consisted of the stages of planning, action, observation, and also reflection. the data of the research were collected by doing test and observation. pre-test was given to students to see their initial english speaking skill. it was carried out by conducting a simple direct speaking test regarding "student self-introduction" and "reasons for students to enter the electrical engineering study program". the aspects assessed in the test were pronunciation, vocabulary, fluency and grammar. observation on the implementation of project based learning was carried out by using online learning media. this media were used in the process of determining the project, planning the schedule, facilitating and monitoring the process of project making, and sending the project. at last post-test was used to evaluate students’ learning outcomes after the implementation of project based learning. the post-test was carried out 2 times, namely post-test 1 in cycle 1 and post-test 2 in cycle 2. the post-test desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 83 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) was in the form of video recording speaking project. the aspects seen in post-tests were the same with pre-test; pronunciation, vocabulary, fluency, and grammar. those aspects were assessed by using scoring rubric and the results were written in the assessment sheet. the scoring rubric used is as follow: table 1 rubric to assess speaking skill (scoring rubric) aspect description score pronunciation  very clear and easy to understand 4  easy to understand although the influence of mother tongue can be detected 3  there is a pronunciation problem so it is difficult to understand 2  there is a serious pronunciation problem so it can't be understood 1 vocabulary  using vocabulary like native speakers and rich in vocabulary 4  sometimes using inappropriate vocabulary so that the speaker has to explain again 3  having limited vocabulary and often use vocabulary incorrectly so it is difficult to understand 2  vocabulary is very limited and is not used properly so it is very difficult to understand 1 fluency  fluent as a native speaker 4  fairly fluent but a little disturbed by language problems 3  less fluent due to language limitation and often hesitate 2  not fluent and often stop for a long time 1 grammar  no or few grammatical errors 4  sometimes make grammatical errors but does not affect meaning 3  make many grammatical errors that affect the meaning 2  make grammatical errors so often that make it difficult to understand 1 after giving the score for each aspects of speaking, the researchers calculated the total score and the final value that each student obtained. the final value of the students’ speaking skill was then categorized into very good, good, enough, and low, with the following guidelines: table 2 students’ speaking skill category no. range of value category 1 85-100 very good 2 70-84 good 3 55-69 enough desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 84 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) 4 0-54 low results and discussion results preliminary observation and pre-test preliminary observations of students' learning conditions in the classroom showed that students' motivation in learning english was still low. only a few students were willing and able to answer spoken questions given by the lecturer. students tended to be passive and dominant in accepting what was presented by the lecturer so that the learning atmosphere seemed monotonous and uninteractive. the above learning conditions affected students' skill, especially in communicating orally. based on the pre-test result, the average score of students' speaking skills was only 58.7, where the lowest score was 50 and the highest score was 75. furthermore, only 2 students (8.3%) got the good category. the pre-test revealed that students had very limited technical english vocabularies that resulted in very short time of presentation. the students also had problem in pronouncing the technical english vocabularies, especially those they were not accustomed to use and were not familiar with. in addition, students tended to neglect the use of appropriate grammar in their speaking. thus, the students’ speaking skill can be seen in the following table: table 3 pre-test result n lowest score highest score total value average 24 50 75 1409.3 58.7 table 4 the category of students’ speaking skill no. speaking skill category frequency percentage 1. very good 0 0 % 2. good 2 8.3 % 3. enough 16 66.7% 4. low 6 25% total 24 100% from the results of this pre-test, the researchers then took action to implement project based learning using online media in blended learning system with learning targets: 1) students are able to pronounce english vocabulary especially technical vocabulary related to electrical engineering correctly. 2) students are able to use appropriate and varied technical english vocabulary according to context. 3) students are able to apply correct grammar when speaking english. 4) students are able to communicate verbally in english more fluently. learning with this project based learning model was carried out in two cycles; cycle 1 cycle 2. desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 85 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) cycle 1 in cycle 1, the project based learning focused on “english sentence patterns: nominal and verbal sentence”. the first and the second meeting were conducted to give the better understanding on how nominal sentence and verbal sentence can be used to describe or explaining something. written and spoken exercises were also given during the meetings to assure that the students had understood about the topics. written exercises given in the first meeting were aimed at enriching students’ vocabulary on verb, adjective, adverb, and noun related to electrical engineering and correcting their grammar. some vocabularies intended to be memorized by the students were “repair, fix, operate, work, loyal, hardworking, discipline, able, on time, technician, manual instruction, workshop”, etc. thus, the written exercises were in the form of creating sentences using vocabularies provided and answering questions based on the texts. spoken exercises conducted in the second meeting, on the other hand, were aimed at correcting students’ mispronunciation on those vocabularies found in the written exercises. the exercises were “repeat after me” and “reading aloud”. at the end of the second meeting, the researchers divided the students into several groups, explained about task 1 (speaking project 1), and assigned students to submit the project on topic "describing the electrical engineering study program of the polytechnic of raflesia" which was in the form of video recording in google classroom. the third meeting was an online learning focused on the project making. observation on the process of speaking project 1 making was done through wa group and zoom meeting. at this point, the researchers observed and discussed with students the process of doing project including confirmation of changes in group members, duration of video, technical and deadline for submitting project, and also solution to overcome the obstacles in sending the video, for an instance, the video could not be sent because the capacity was quite large. in the forth meeting, each of students’ speaking projects regarded as post-test 1 was shown in the classroom by using projector and was also scored in terms of pronunciation, vocabulary, fluency and grammar. the results of the post-test 1 show an improvement in students’ speaking skill. the average of students’ speaking skill increases from 58.7 to 63.5. moreover, 4 students have achieved “good” speaking skill category. post-test 1 result is as follow: table 5 post-test result of cycle 1 n lowest score highest score total value average 24 50 81.3 1523.2 63.5 table 6 the category of students’ speaking skill no. speaking skill category frequency percentage 1. very good 0 0% 2. good 4 16.7% 3. enough 15 62.5% 4. low 5 20.8 total 24 100% the improvement in students' speaking skill, although not significant, can be seen in the table above. after implementing the project based learning in cycle 1, the average score of students’ speaking skill increases from 58.7 to 63.5. in addition, 4 students (16.7%) have desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 86 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) reached “good” speaking skill category. however, none of the students is able to be in “very” good category yet. analyzing post-test 1 served as the reflection of the implementation of project based learning at cycle 1. the results of post-test 1 were written on the assessment sheet and became the consideration in preparing learning at cycle 2. besides, the researchers also highlighted some problems that the students faced during the project and discussed those problems with the students as a continuation of reflection at cycle 1. some problems noticed from the video recording of students speaking project 1 were: 1) some students were still not able to pronounce the technical english vocabulary correctly and fluently. 2) the quality of the audio or sound produced in the video recording was not good in which the sound of video background was louder than the student's voice when presenting their speaking. 3) the speaking turn between one student and another student in the same group was not equal. 4) the duration of video recording was too short. cycle 2 at the beginning of cycle 2, the researchers created a blended learning scenario and designed a lesson plan for topic 2 "describing tools/ electrical appliances". after that, researchers prepared scoring, assessment sheet, and observation sheet which were the same as those used in cycle 1. researchers carried out face-to-face learning in accordance with the lesson plan that had been designed (conducted 2 meetings). at meeting 1, the researchers gave explanation about english sentence patterns which can be used to describe the physical characteristics of an object by using adjectives (describing physical features). written exercise was conducted to see how far the students understood the topic. the exercise was in the form of rearrange words to create meaningful sentences. at meeting 2, the researchers explained about english sentence patterns used to describe non-physical characteristics of an object (its function or use) by using certain verbs (describing non-physical features). written exercises were given along these meetings in the form of matching vocabularies to pictures provided and finding the synonym of words given. from these exercises, students could identify some vocabularies that they rarely used in speaking, such as “bulb” instead of “lamp”, “appliances” instead of “equipment”, “switch on/off” instead of “turn on/off”, “permit” instead of “enable” and some others. at the end of this meeting, speaking exercise was conducted to correct the mispronunciation of some vocabularies that the students’ learned in topic 2 or experienced in cycle 1. researchers played video of native speaker consisting of how those vocabularies should be correctly pronounced. after that, the students should do spoken exercise in the form of questions and answers related to the video. the researchers then divided the students into several groups and assigned speaking project 2 in google classroom. the researchers announced the division of groups and discussed the problems students faced in making speaking project 1 and the solutions in the wa group and zoom meeting. the researchers observed how students discussed speaking project 2 at the third meeting using wa group and zoom meeting. questions about how the process of making and sending speaking project 2 no longer existed because students already had experience going through the process in speaking project 1. the main discussion was only the determination of the tools/appliances to be presented in which there were different opinion among students of the same group. post-test 2 was conducted after the implementation of project based learning with several revisions of learning activities. post –test 2 was also in the form of speaking project video submitted to google classroom on topic "describing tool/ electrical appliances". the results of the speaking project then were scored and shown in the classroom at the forth meeting. all video recordings submitted then were also shown in the classroom at the forth desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 87 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) meeting in order that the students could compare the previous with the recent one and take the lesson from it. based on the results of speaking project 2, students’ speaking skill once again shows an improvement. in cycle 1 the average student score is only 63.5 but in cycle 2 the average score rise to 70.1. in addition, there are 5 students reaching “very good” speaking skill category. the result of post-test 2 is clearly seen in the table below: table 7 post-test result of cycle 2 n min score max score total value average 24 50 93.8 1682.2 70.1 table 8 the category of students’ speaking skill no. speaking skill category frequency percentage 1. very good 5 20.8% 2. good 7 29.2% 3. enough 7 29.2% 4. low 5 20.8% total 24 100% after revising the actions in cycle 2, the students' speaking skills again showed an improvement. in cycle 1 the average student score was only 63.5 but in cycle 2 the average score rose to 70.1. in this cycle, there were 5 students (20.8%) reached “very good” speaking skill category. while 7 students (29.2%) are in the “good category”, 7 students (29.2%) are in “enough” category and 5 students (20.8%) are in the “low” category. the comparison of students' speaking skill from the beginning to the end is illustrated in the following table and figure: table 9 the comparison of students’ speaking skill pre-test post-test 1 post-test 2 max score 50 50 50 min scorel 75 81.3 93.8 average 58.7 63.5 70.1 speaking skill category: very good 0 % 0% 20.8% good 8.3 % 16.7% 29.2% enough 66.7% 62.5% 29.2% low 25% 20.8 20.8% desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 88 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) figure 1. the comparison of students’ speaking skill reflection in cycle 2 was carried out by observing the students’ speaking post-test results. according to the post-test results, the students had achieved the improvement in every aspect of speaking. therefore, it can be concluded that the implementation of project based learning in blended learning system was effective and succeeded in improving english speaking skill of polytechnic students. discussion in this study, project based learning was implemented in four meetings in each cycle 1 and cycle 2. the first and the second meeting were direct face to face learning in the classroom intended to give the understanding on the learning topics. the third was online learning purposed to provide the students opportunity to apply knowledge from the previous meetings into a speaking project. the forth, in addition, was also conducted in the classroom to observe and to discuss the results of the speaking projects done in the previous meeting. the explanation of the implementation of project based learning in each cycle in the results section above indicates that this model of learning proves to bring an improvement in students’ speaking skill which can be seen by the increasing of average score from the pre-test, post-test 1 and post-test 2. among four aspects scored in students speaking (pronunciation, vocabulary, fluency, and grammar), vocabulary and fluency was found to have higher improvement in every cycle than two others. the numbers of common and technical vocabularies used by the students in their speaking projects were increased although some of those were repetition. in spite of the grammar which was found to be neglected by the students, these varied vocabularies in fact affected the students’ fluency in positive way in which the students were able to anticipate the long pause and even silence during their speaking. the result of this research is in line to riswandi’s research (2018). the implementation of pbl in teaching speaking may help the students to fulfill the criteria of speaking success. since the students work in group, they are less afraid and have a higher motivation to get involved in the learning. furthermore, working in group can help the students to train their pronunciation, enrich their vocabulary, and make them easier to find an idea in producing sentences while speaking. in addition, working on the project provides the students an authentic environment to practice their speaking skill (sirisrimangkorn, 2021). another remarkable point of this study is that this learning model succeeds in changing students’ learning attitudes. direct observations which were done in the classroom during the written and spoken exercises shows that student were interested and actively involved in the process of learning. the students were no longer afraid to answer the questions given by the researchers and they even had more confidence to ask something which they were still confused about. observation through wa group and zoom meeting during the speaking project making also shows the same thing in which the students looked excited in discussing, making, and submitting the project as well as solving the problems encountered during those processes. this condition, from students’ point of view, is resulted from some factors. first, students’ feel 58.7 63.5 70.1 average pre test post test 1 post test 2 desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 89 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) more interested in learning the topic chosen by themselves. second, students’ prefer doing the speaking assignments in group so they can help each other whenever they have problems. at last, doing speaking project using online learning media is more challenging for the students than having common assignment usually done in the classroom. the changing in students’ learning attitude according to kusumawati (2019) was resulted from the learning designed appropriately to the students’ idea and need. therefore, students feel comfortable and interested during the learning process. in simple words, getting actively involved in all processes make the students not only get a good speaking achievement but also have extra skills which further contribute to the speaking achievement itself. simbolon (2019) proposed that project based learning is not only help the students to achieve better speaking skill but also make the students building their self-confidence and having critical thinking as well as good presentation skill. the project making is also found helping students to enlarge students’ creativity. encountering some problem appeared during the project encouraged and challenged the students to be more creative in finding the solution. as it is seen, the result of the video recording in speaking project 2 was presented so much better than the first video in speaking project 1 in terms of quality of the sound and the picture. related to this finding, lubis, lubis, & ashadi (2018) reported that project based learning combined with experiential learning is proven to improve their students’ interpersonal communication skill and their creativity in which the students successfully create creative video containing english persuasive text. similar result is exposed by praba, artini, & ramendra (2018). project based learning promotes students’ critical thinking and creativity that leads to improvement in stating ideas, constructing sentences, exhibiting various vocabularies, maintaining good structure, and making less error in spelling and pronunciation. conclusion from the description of the research data and discussion above, it can be concluded that the project based learning in a blended learning system by using online media can be applied in english learning class. this learning method is proven to improve the speaking skills of the first semester students of the electrical engineering study program of raflesia polytechnic. the improvement is especially noticeable in the aspects of enriching technical vocabulary in the field of electrical engineering and speaking fluently. through project based learning, students were able to use more varieties of vocabulary and to memorize them to be presented in their next project. thus the improvement can be seen in the increase of the average score of student speaking skills obtained in pre-test, post-test 1, and post-test 2. besides improving student speaking skills, this project based learning model is proven to increase students’ creativity as well which can be seen from the results of audio visual recordings of students’ speaking project 1 and speaking project 2. in addition, students engage actively and have high interest and motivation during the learning process through project based learning. this is due to the fact that the students involve in determining the project based on their interest, designing the project, conducting the project, and presenting it by the support of their classmates of the same group. acknowledgement ariani et al. prepared this journal article based on the report of the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students. this work was supported by lppm politeknik raflesia under the programme of research, and community service 2021. desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 90 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) the opinions express here in are those of the authors and do not necessarily reflect the views of funding agency. references ali, f., sofa, e.m. 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(2020). the development of flash-based media in project based learning for english subject to increase students’ motivation and achievement at senior high school. innovative journal of curriculum and educational technology, 9 (2): 48-56. desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 92 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) -----------empty page---------- english franca : academic journal of english language and education vol. 3, no. 1, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 developing the students’ english listening skill by applying drama movies viewing techniques suramto universitas musi rawas suramtosragen68@gmail.com abstract listening is one of fundamental skills in english. unfortunately, most students are not able to achieve listening skill well. there are many factors that influence students’ listening skill is low. this research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. the object of this paper were 30 students' of students of general conversation classes. the data were collected by using listening achievement test. the results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). the techniques of viewing drama movies also gave contribution in listening skill (61.8%). keywords: drama movies viewing techniques and listening skill introduction listening is one of important skills in english mastering. listening skill is usually studied in the first step while children, teenagers, and adults start learning english. listening is introduced and taught effectively at the beginning in order the students are able to achieve english skill as well as the target of learning process. furthermore, the students are able to understand largely in education. according to saricoban (1999, p.6) listening is one of the fundamental language skills. it is a medium through which children, young people and adults gain a large portion of their education, their understanding of human affairs, their ideals, sense of values and their appreciation. mailto:suramtosragen68@gmail.com 96 | english franca, vol. 3, no. 1, 2019 in addition, brown (1980, p.43) states a child listens and speaks and no one would dream of making read or write. reading and writing are advanced stages of language development. the natural order for first and second language learning is listening, speaking, reading, and writing. in other words, listening is studied by the children for first step, and the next steps they are going to learn speaking, reading, and writing skills. it means that the children usually are going to learn speaking, reading, and writing after they learned listening skill. listening is one of fundamental skills in english. unfortunately, most students are not able to achieve listening skill well. there are many factors that influence students’ listening skill is low. monotonous learning media, speaking speed, and limited vocabulary are usually faced the students. stivani and hayati (2011) conducted a research entitled using animation clips to improve the listening ability of the eight graders of smp negeri 21 malang. she found that 52% of students could not reach the skm and 93% of students said that the media used in the class is monotonous. handayani (2009) conducted a research entitled the problems of learning english at smp negeri 9 malang. she found that listening was the most difficult faced the students in english, and 89% of the students said that they found problems of learning listening. the students’ problems in listening are about speaking speed and limited vocabulary. most students complain that from four english skills, listening is the most difficult. they usually blame the recording as the only problem in their listening. there are many problems affect the listening skill. according to underwood (1990, p.16), there are seven potential problems that students may encounter while learning to listen to english. three of them are; the students are not able to get things repeated; the students have limited vocabularies; and the students are lack of control over the speed at which the speakers speak. the problem of english listening skill also happens to the students of general english classes although not all problems are experienced by all of them. the increasing of students’ listening skill can be conducted by the techniques of viewing movies. hence, students are able to achieve listening skill well. in practicing process, the teacher is able to provide and apply the teaching aids properly. movie is one of media in increasing students’ listening skill. in according to hemei (1997, p.45), video movie usage is a great help for foreign language teachers in stimulating and facilitating the target language. in addition, whatley (2012, p.51) states that the presence of film and video changes the learning atmosphere of the class, suramto: developing the students’ english listening skill by applying drama movies viewing techniques |97 as esl/efl students are hearing authentic english in real life scenes and natural settings. in developing students’ listening skill, the teacher is able to use movies as a great media and a positive influence to the students. it can be suitable teaching device in english learning as the target language. rubin (1995, p.157) states using movie can help students develop cognitive strategies. while they view a segment through sound off, the students can be asked to make predictions about what is happening by answering questions and while viewing the segment through sound on, the students are able to modify their predictions. in other words, the students are able to predict what is happening while they are watching movie through sound off and they are able to verify while they are watching movie through sound on. the use of movies will be beneficial. harmer (2007, p.144) points out using video movie can be much richer than using audio. video movie does not only produce sound but also produce moving picture; speakers can be seen, their body movements give clues as to meaning; so do their clothes they wear, their location, and background information can be filled in visually. in other words, while the students are watching movies, they are assisted by the speakers’ gesture, they know what happen, and they know where the activity is happened. in other words, the students will have good skill in listening. then, it is for this purpose that the present study is carried out. more straightforwardly, the present research is intended to find the answers to the following research problems; 1. is there any significant difference in listening skill between the students of general conversation classes global prestasi english language center lubuklinggau who are taught listening by the techniques of viewing drama movies and those who are not? 2. how much contribution is the technique of viewing drama movies toward students’ listening skill of general conversation global prestasi english language center lubuklinggau? theoritical framework students’ english listening skill 98 | english franca, vol. 3, no. 1, 2019 a. the definition of listening listening is one of the subjects studied in the field of language study and in the discipline of conversation analysis. this skill can be improved by practice and there are many rewards to develop your listening skill. it is the active process of receiving and responding to spoken (and sometimes unspoken) messages. helgesen(2003,p.24)states that listening is an active,purposeful process of making sense of what we hear. more often we hear, more we can understand something. regarding that citation, although listening is receptive,it is very active because listeners can think and understand things at higher levels than what they have heard. as they listen, they process not only what they hear but also connect it with other information they have already known. since listeners combinewhat they have listened to their existing knowledge and experiences, in a very real sense,they are figuring or creating some kinds of meaning in their own mind. rost (2002,p.177) defines listening, in its broadest sense, as a process of receiving what the speaker actually says (receptive orientation) ;constructing and representing meaning (constructive orientation); negotiating meaning with the speaker and responding (collaborative orientation); and, creating meaning through involvement, imagination and empathy (transformative orientation). listening, then, is a complex, active processes of interpretation in which listeners match what they hear with what they have already known. riversin hasyuni (200,p.8)states that listening is a creative skill.it means we comprehend the sound falling on our ears,and take the raw material of words, arrangements of words, and the rise and fall the voice, and from this material we create significance. so,we can say that listening is like a cooking,there is the recipe,and then we gather the ingredients, start to process to cook and finally we eat that.the process will be successful if we prepare the right do,as well as listening, we can get the right words if we listen well and know all of the sentences. from the definition above,it can be concluded that listening is a complex, active process of interpretation in which listeners match what they have heard with what they have already known. suramto: developing the students’ english listening skill by applying drama movies viewing techniques |99 drama movies viewing techniques there are five steps in viewing techniques: fast forward, silent viewing (for language), silent viewing (for music), freeze frame, and partial viewing (harmer 2007, p.309). in fast forward, the teacher presses the play button and then fast forwards the dvd or video so that the sequence shoots past silently and at great speed, taking only a few seconds. in silent viewing (for language), the teacher plays the film extract at normal speed but without the sound. in silent viewing (for music), the same technique can be used with music. in freeze frame, at any stage during a video sequence we can „freeze‟ the picture, stopping the participants dead in their tracks. in partial viewing, one way of provoking the students‟ curiosity is to allow them only a partial view of the pictures on the screen. 1. pre-viewingtechniques it is a common practice in instructions on language decoding (including listening) that at this beginning stage the teacher spends a sufficient amount of time helping the learners build the appropriate schemata to facilitate comprehension (van duzer, p. 1997). this view focuses on the use of the prior knowledge in watching the films. it can be implemented through five techniques of film clips by identifying the theme and key words. this conceptually-driven style of teaching are believed to enable the learners to proceed a„hook‟thatrelates the knowledge he already possesses and the one to be acquired, making the acquisition occur more smoothly. generally the previewing stage consists of two activities, namely, introducing the theme of the movie and pre-teaching the key vocabulary working within this framework, at the beginning of the session (kusumarasdyati 2004, p. 5). it focuses on describing the theme that underlies the whole plot of the movie, and also the presence or the absence of subtitles in the mother tongue. after that, i‟ll give a worksheet and an answer sheet, and have the learners scan the items in the worksheet for a few a minutes to familiarize themselves with the learning activities to be carried out before, during and after viewing the movie. if the film includes subtitles, the learners proceed to the whileviewing stage and do not need to discuss the keywords because lexical items will be a part of the while-viewing activities. however, if the subtitles are absent, i review a number of keywords from the movie to cater for a scaffold that will assist them in the comprehension later. 100 | english franca, vol. 3, no. 1, 2019 otherwise, the learners need to expend extra effort to understand what is happening in the movie and may give up disheartened if they fail to do so. rather than simply telling them the meaning of these keywords, i prefer presenting them in sentences and asking the students to perform intelligent guessing to figure out the meaning of each on the basis of the context. retention is expected to be better if they discover the meaning themselves. 2. while-viewing in while-viewing, learners listen by doing some comprehension questions (kusumarasdyati 2004,p. 6). it can be indicated by the existence of the subtitles. if there is a subtitle, the comprehension questions are simple which consists of language functions and specific information such as names, times, specific language forms and etc. in contrast, if there is no subtitle in the film, the comprehension questions are more complex which consists of gist listening such as identifying main ideas, noting a sequence of events and the like. teachers guide the students by giving the knowledge of note taking techniques. note-taking is a meaning-focused listening activity. it is also an essential skill for academic study where learners have to attend lectures in another language, but can be used in various forms at all levels of language proficiency (richards: 2008). the use of note taking helps students to adsorb the information to answer the comprehension questions. this technique can be implemented through freeze frame and partial viewing. 3. post-viewing in post-viewing, the activities focus on what the learners have done in watching the film (kusumarasdyati, 2004: 8). the activities can be the sequence of language features. it can be indicated after learners finishing their notes. then, they may complete to tell by using their own words in arranging thewords. research methodhodology a quasi experimental design (non-equivalent group pretest-posttest design) was used in this study. the objects of the study were sixty students of general conversation at global prestasi english language center lubuklinggau south sumatera. they consisted of thirty students in the experimental and thirty students in control groups. the experimental group was given pre-test and post-test, treatment 36 meetings started on september 8, 2018 up to january 8, 2019. suramto: developing the students’ english listening skill by applying drama movies viewing techniques |101 meanwhile, the control group was given pre-test and post-test. the instrument for data collection is listening skill test. there were 40 multiple choice questions in the listening skill test sheet. in this study, there are two variables: (1) the technique of viewing drama movies; and (2) students’ listening skill. technique of viewing drama movies means a movie about people, often a famous story and that is told using sound and moving pictures. it is used for teaching listening. this is a teaching device in assisting the students’ comprehension by enabling them to listen, to exchange and see such visual support as facial expressions and gestures simultaneously which may boost their insight into the topic of conversations. students’ listening skill means that the scores are achieved by the students after they received treatment. the achievement here means the skill of listening in english that students are able to know information listening program from the speakers. the students’ listening skill in this study is limited to the basic skill of the students’ scores in pre-test and post-test. technique for analyzing the data used in this research was listening skill test. the t-test analysis was used to find out the significant difference in students’ listening skill. there are two kinds of t-test analysis used in this study: dependent sample t-test and independent sample t-test (best and kahn, 1993, p. 328-341). first, dependent sample t-test was used to analyze the significant influence on listening skill of the students general conversation global prestasi english language center lubuklinggau before and after they were taught listening by the technique of viewing drama movies. second, independent sample t-test was used to analyze the contribution of listening skill between the students of general conversation global prestasi english language center lubuklinggau who are taught listening by the techniques of viewing drama movies and those who are not. spss program was used to analyze it. findings and discussions findings the post-test result of listening skill in the experimental group and control group are presented in table 1. 102 | english franca, vol. 3, no. 1, 2019 table 1. frequency and mean of students’ listening skill test based on achievement level variables level of achievement mean frequency and percentage std. deviation listening skill test (lst) very limited listener limited listener marginal competent listener competent but limited listener 68.93 14 (23.33%) 1.616 competent listener 76.44 26(43.33%) 3.096 adept listener 84.75 20(33.34%) 2.678 expert listener total 230.12 60 (100 %) 7.390 mean 76.71 2.463 the listening skill, the students’ mean scores for competent but limited listener, competent listener, and adept listener categories were 68.93, 76.44, and 84.75 respectively. furthermore, the students’ mean score of listening skill was 76.71. it can be concluded that the mean score of the students’ listening skill was in competent listener category or good level. in the terms of frequency and percentage in students’ listening achievement, the results of the listening skill test showed that there were 14 students (23.33%) who were in competent but limited listener, 26 students (43.33%) who were in competent listener, and 20 students (33.34%) who were in adept listener. there were 46 students (76.67%) who were in competent listener and adept listener categories. it could be said that the students’ listening achievement was good because the percentage of students’ listening achievement is more than 75%. there were two statistical analyses in this study; dependent sample suramto: developing the students’ english listening skill by applying drama movies viewing techniques |103 t-test (paired sample t-test) and multiple regressions. dependent sample t-test (paired sample t-test) was used to find out: (1) the significant difference in students’ listening achievement before and after the students was taught by the technique of viewing drama movies. independent sample t-test was used to find out: (1) the significant difference in students’ listening achievement between the experimental and control groups. multiple regression analysis was used to find out the contribution by the techniques of viewing drama movies of students’ listening skill. the table below showed the results of paired sample and independent sample t-test analysis. table 2. the results of paired sample and independent sample t-test strategy variable pre-test post-test drama movies viewing techniques listening skill test 70.16 72.31 81.46 73.38 mean difference pre and posttest exp within mean difference pre and posttest cont within t-value posttest between exp and control tvalue of gain between exp& control 11.300 2.667 6.018 10.521 the value of sig.2tailed exp within the value of sig.2tailed contwithin the value of sig.2tailed between exp and control .000 .017 .000 based on the table above, the results showed that the mean difference of listening skill in the experimental group was 11.300. the value of df, t-obtained, and the value of sig.2-tailed were 29, 3.045 (>ttable), and 0.00 (<0.05). if the value of t-obtained > t-table and sig.2tailed < 0.05, it means there was a significant difference between the 104 | english franca, vol. 3, no. 1, 2019 pretest and posttest of students’ listening achievement in the experimental group. it could be stated that teaching listening by the technique of viewing drama movie was effective in the experimental group. furthermore, the terms of listening achievement, the mean difference was 2.667. the value of degree of freedom (df), t-obtained, and the value of sig.2-tailed were 29. (2.524) and .017. it means teaching listening without using the technique of viewing drama movie was also effective although the improvement in students’ listening scores was not as higher as the scores in the experimental group. in terms of students’ listening achievement, the t-value of gain between the experimental and control group was 10.521. the value of degree of freedom (df) was 58, tobtained was 6.018 (>2.021), and the value of sig.2-tailed was .000. it means the value of t-obtained was higher than t-table and the value of sig.2-tailed was lower than 0.05. it could be said that the techniques of viewing drama movies significantly develop students’ listening skill. after he found the significant in the technique of viewing drama movies to listening skill, he also found the contribution. multiple regression analysis was used to know the contribution in the technique of viewing drama movies towards listening skill. based on the result, it can be concluded that the techniques of viewing drama movies could give contribution to students’ listening achievement namely 61.8%. in terms of listening achievement, the students’ mean scores of the techniques of viewing drama movies in listening skill were to identify words meaning (0,75), to express idea (0.73), to respond satisfied and unsatisfied (0.96), to express feeling (0.96), to identify request (0.91), to respond agreement (0.90), to identify advice (0.81), to identify topics (0.90), to identify the goal of function text (0.83), to identify main idea (0.67), and to identify the cases (0.43), so it could be concluded that the use of the techniques of viewing drama movies gave high contribution for the skill of expressing feeling and responding satisfied. discussions in this study, the researcher applied the techniques of viewing drama movies in teaching to the students of general conversation class global prestasi english language center lubuk linggau. the results of this study showed that the techniques of viewing drama movies significantly develop the students’ listening achievement. it can be seen the mean scores between pre-test and post-test (70.16-81.46). it means that there was an improvement in the experimental group. it is in line suramto: developing the students’ english listening skill by applying drama movies viewing techniques |105 with a study done by kusumarasdyati (2004) she found that movies could be an effective teaching device to develop the english foreign learners’ listening aroused their motivation and their potential to engage in various activities. in addition, bahrani and sim (2012) state movies as one type of authentic audiovisual program and the result can improve language proficiency. sulistyowati (2011) states that the use of movie can improve listening comprehension and the students’ listening could be categorized good. the significant difference between students’ listening achievement in both groups might be caused by the teaching technique, materials, and media used during the teaching and learning process. the writer used laptop, sound system, and lcd. this study confirms what was found by tinio (2012, p.7) who states that the use of ict by the teacher in the classroom can impact the students’ learning achievement. furthermore, dudeney and hockly (2007, p.7-8) state that the use of ict by language teachers in the classroom is becoming increasingly important and it will become a normal part of elt practice. using a range of ict can give students exposure and practice in all of the four main language skills; listening, speaking, reading, and writing. the mean score of the students’ listening skill in in experimental group was 80.57 81.46 (adept listener category or very good). hence, it can be said that the students were in good category if the mean scores of the students’ listening achievement higher than ≥ 75. it can be concluded that the mean score of the students’ listening achievement already fulfilled the standard scores of global prestasi english language center lubuklinggau but it did not fulfill the researcherr’s expectation (≥ 85.0). the researcher assumes that there are some factors such as; the time of the study was limited, the treatment was only conducted in 36 meeting included pre-test and post-test, the teaching learning process was implemented in the afternoon (extra class) at 04.30 p.m. up to 06.00 p.m. because the writer did not want to disturb students’ learning schedule in the class, and the students were so tired because it’s based on the schedule of learning in the class. therefore, the students’ results are not as high as expected by the researcher. the researcher believes that if the treatment and listening test are done in the morning class, there will be a higher improvement in students’ listening skill. the mean scores of students’ listening achievement in control group was 73.38 (competent listener category or good). the terms of listening achievement, the students’ mean scores between pre-test and post-test (70.16-73.38). the mean scores of listening achievement 106 | english franca, vol. 3, no. 1, 2019 improved but it did not fulfill the standard of global prestasi english language center lubuklinggau. the small improvement may be influenced by the technique or media who the teacher used in the teaching and learning process. the english teacher teaches students without using ict. meanwhile, teaching device is part of teaching learning process in the classroom. tinio (2012) states the use of ict by the teacher in the class can impact the students’ achievement. in addition, dudeney and hockly (2007, p.7-8) state the use of ict by the teachers in the classroom is becoming increasingly important and it will become a normal part of elt practice. furthermore, the researcher also found that the techniques of viewing drama movies gave contribution to listening achievement. in terms of listening achievement, the techniques of viewing drama movies gave development in students’ listening achievement of competent but limited listener category. it could be seen from the results in the listening achievement test, the results showed that there were 26 students (86.67%) increased in adept listener category. it could be said that from 30 students, there were only 4 students (13.33%) who could not achieve listening skill. it is clear that the techniques of viewing drama movies could develop the students’ listening skill. it is supported the study done by kusumarasdyati (2004) which found that movie could be an effective teaching device to develop the english foreign language learners’ listening aroused their motivation. similarly, bahrani and sim (2012) they found that films or movies through good story lines seem to motivate the learners to absorb the language input better and have a significant effect on the language improvement. the results of the study showed that there was a significant improvement of the students’ listening skill in the experimental group. the techniques of viewing drama movies could enlarge the students’ understanding and acknowledgment about english skills and culture. conclusions and suggestions based on the findings and statistical analysis in this study as explained previously, it can be taken conclusions as follows; first, the techniques of viewing drama movies significantly develops the students’ listening skill. in the experimental group, it showed from the students’ score after the treatment by applying the techniques of viewing drama movies in teaching and learning process, the results of the post-test was better than the results of the pre-test (81.46>70.16). in the control group, it was found that there was lower significant mean difference than the mean difference in the suramto: developing the students’ english listening skill by applying drama movies viewing techniques |107 experimental group (73.38<81.46). the students’ mean score of listening achievement (81.46) in the experimental group had already fulfilled the standard score of school but it was not happened by the control group (73.38). the result also showed that there was a significance mean difference between students’ listening achievement in the experimental group and control group (10.233). in the experimental group, there were 26 students or 86% in adept listener and in competent listener categories. it can be said that the use of drama movies through viewing techniques for teaching listening in the experimental group was effective. second, it was found that the techniques of viewing drama movies gave significance contribution to the students’ listening skill. the results showed that it gave 68.1% of listening skill in the experimental group. based on the conclusion, the researcher would like deliver suggestion that the techniques of viewing drama movies is as one of teaching device in developing students’ listening skill. it can be applied to the students of lower graders at english courses. further research can be done to the students who learn english at hamlet or village in the area of musirawas and musirawas utara regencies. references bahrani, t., & sim, t. s. (2012). audiovisual news, cartoons, and films as sources of authentic language input and language proficiency enhancement. the turkish online journal of educational technology,11(4), 56-64. best, j. w., & kahn, j. v. (1993). research in education. needham heights, ma: a division of simon & schuster, inc. brown, d. h. (1980) . principles of language learning and teaching. white plains, ny: prentice-hall. dudeney, g., & hockly, n. (2007). how to teach english with technology. harlow, uk: pearson education ltd. handayani, d. n. (2009). the problems of learning english at smpn 9 malang. (unpublished thesis) malang: state university of malang. harmer, j. (2007). the practice of english language teaching. harlow, uk: pearson education ltd. hemei, j. (1997) . teaching with video in an english class. journal of english teaching forum, 35(2), 45-47. 108 | english franca, vol. 3, no. 1, 2019 kusumarasdyati. (2004). listening, viewing and imagination: movies in efl class. in the proceeding of the 2nd international conference on imagination and education. (pp. 1-10), monash university, australia. rubin, j. (1995) . the contribution of video to the development of competence in listening. a guide for teaching of second language listening. san diego, ca: dominie press. saricoban, a. (1999). the teaching of listening. the internet tesl journal, 5(12). retrieved form (http://iteslj.org/articles/saricobanlistening.html). stivani, r., & hayati, n. (2011) . using animation clips to improve the listening ability of the eight graders of smp negeri 21 malang. (unpublished thesis) malang: state university of malang. sulistyowati, t. (2011). the impact of teaching listening comprehension by audio and audio picture aids on the 3rd semester students’ listening proficiencies of english education department students of muria kudus university in the academic year 2009/2010. journal of social and culture,4(2). retrieved from http://jurnal.umk.ac.id/?page_id=1556 tinio, l., v. (2012). ict in education. new york: stephen brown group leader. retrieved from http://www.saigontre.com/fdfiles/ict in education. pdf on march 20,2012. underwood, m. (1990). teaching listening: longman handbooks for language teachers. london: longman. watley, h. d. (2012). the effective use of motion pictures in the esl classroom. journal of arts, science & commerce,3(2), 50-53. http://iteslj.org/articles/saricoban-listening.html http://iteslj.org/articles/saricoban-listening.html http://jurnal.umk.ac.id/?page_id=1556 http://www.saigontre.com/fdfiles/ict english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5451 the rhetorical structure of students’ presentation in speaking class heryanti novitasari universitas bengkulu novitasariheryanti@gmail.com syafryadin universitas bengkulu syafryadin@unib.ac.id dedi sofyan universitas bengkulu dedisofyan@unib.ac.id abstract this study aims to find the rhetorical structure of move and step which are often found in the speaking for presentation class. additionally, this research looks into the typical pattern of students’ presentations in the speaking for presentation class. this study used a mixed-method research strategy that incorporates qualitative and quantitative data. the object of the research is 30 video presentations of 4th-semester english education students from the speaking for presentation class at bengkulu university. from this study, it was found that the rhetorical structures of the moves and steps that are most often found in students' presentations in the speaking for presentation class are greeting the audience, introduction of oneself/other speakers, announcing the topic of oral presentation, hortatory/narration, summarizing the points/conclusion, and thanking/thank you. then, the second of the moves and the steps that are most often found in students' presentations in the speaking for presentation class are leading the audience into the content and suggestion. furthermore, the typical patterns found in student presentations are obligatory and conventional. keywords: rhetorical structure, oral presentation, students presentation mailto:novitasariheryanti@gmail.com mailto:syafryadin@unib.ac.id mailto:dedisofyan@unib.ac.id 264 | english franca, vol. 6, no. 2, 2022 introduction nowadays, language is very important. language is often used as a tool to communicate. through language, people can communicate with each other. as a communication tool, a language is a tool of social interaction that helps an individual to state something or express to his or her interlocutor in a social group to communicate. language can be a reflection of someone's thoughts (noermanzah, wahyuni, astuti, wardhana, syafryadin, 2020). kosasih (2003) added that feelings of happiness, joy, sadness, hope, and other feelings can be expressed through language (as cited in noermanzah, et al., 2020). considering the many benefits of a language, it is better if language learning is held. according to noermanzah et al. (2020), learning a language is divided into four aspects, namely listening, speaking, writing, and reading. speaking has the closest bond with a language. bailey (2008) revealed that speaking is a language skill that requires the creation and delivery of verbal messages or meanings through the production of verbal utterances that are carried out systematically (cited in aliyu, korau, and basiru, 2019). therefore, speaking is a language that requires expertise. as stated by noermanzah, wahyuni, astuti, wardhana, and syafryadin (2020), speaking requires ability, especially when doing public speaking. one of the most common public speaking activities done by students is oral presentation. students will often do oral presentations in all the courses they take. this is in line with the existing curriculum at the faculty of english education teacher training for undergraduates at the university of bengkulu. this study program has compulsory subjects to be followed by all undergraduate students majoring in english in the fourth semester, namely the speaking for presentation class. this course is an important oral genre for undergraduate students at universities. to present a good oral presentation, several stages must be done by students. from this course, undergraduate students in the academic field can find out the stages that must be carried out at the time of presentation that help undergraduate students deliver the material successfully, these stages are called rhetorical structures (sing and ali, 2019). raharjo and nirmala (2016) have conducted research on the generic structure and cohesive devices in the presentation of the final project report submitted in english by polynes accounting students. previous research also discusses the rhetorical structure in the introductory chapters of postgraduate theses and journal articles heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 265 (muhtadin and noermanzah, 2017; pujiyanti, arsyad, and arono, 2018). another study investigated the generic structure and its pedagogical implications for thesis defense examinations conducted by undergraduate students (samad and adnan, 2018). then, another research on rhetorical movements and linguistic features was used in academic oral presentations in the introductory section by singh and ali (2019). viera (2019) has also examined the rhetorical structure in the abstract of the research article. previous studies also discuss the rhetorical structure in speech (noermanzah, wardhana, friantary & arsyad, 2019; noermanzah et al., 2020). then, there was research on the rhetorical structure of the master ceremony of the akikah event by noermanzah, syafryadin, castrena, and abid (2020). some of the relevant studies above show that there is still little research on the rhetorical structure of oral presentations. especially the rhetorical structure in oral presentations in the speaking for presentation class. in addition, the rhetorical structure that will be examined in this study includes the introduction, body, and conclusion. so, from the results of this study, it will be known what kind of rhetorical structure (moves and steps) is often found in the students' presentations in speaking classes. then, this study also investigates the typical patterns of students' presentation in speaking for presentation classes. as has been shown from previous studies, the rhetorical structure has been extensively studied. however, there are still few studies that discuss the rhetorical structure of oral presentations. especially, the rhetorical structure that discusses the whole moves and steps in an oral presentation. several studies that have discussed the rhetorical structure in oral presentations only cover a few parts, such as the introduction section. therefore, this study will discuss the rhetorical structure in the students' oral presentations as a whole, starting from the introduction, body, and conclusion sections. this study investigates the rhetorical structure of english undergraduate students' presentations in speaking class at bengkulu university. this is because no previous researcher has conducted a study on the rhetorical structure of english undergraduate students at bengkulu university. to be precise, this study will be conducted on undergraduate students in the speaking for presentation class. the rhetorical structure that will be investigated by undergraduate students will be carried out thoroughly. starting from the beginning of the presentation to the end of the presentation. in addition, the typical 266 | english franca, vol. 6, no. 2, 2022 patterns of students’ presentation in speaking classes will also be investigated. theoretical framework the rhetorical structure is a descriptive theory of a major aspect of the natural organization of the text (mann and thompson, 1992, as cited in widodo 2020). noermanzah et al. (2020) add that rhetoric is needed by everyone who communicates and makes a language a forum for unified behavior. this is because language has the potential to shape and succeed in understanding, so it requires cultivation and art in its delivery. bailey (2008) defines speaking as a language skill that involves the production and delivery of messages or meanings orally through the systematic production of verbal utterances (as cited in aliyu, korau, and basiru, 2019). one of the most crucial talents that students need for higher education and future professions is presenting skills, namely oral presentations, according to this survey (nouh, kareem, and taqi, 2015). referring to levin and topping (2006), a structured speech that requires rehearsal in which a speaker introduces a subject to the audience is known as an oral presentation (as cited in gurbuz and cabaroglu, 2021). oral presentations are important in learning english, especially for undergraduate students. as a highly routine classroom activity for students, oral presentations have proven beneficial for the development of second language learners and related personal skills. presentations are a crucial way to communicate information to others, yet they can be dry and tedious at times. when people are bored, their brains wander and they fail to pay attention to the information they need to comprehend. a successful presentation may easily communicate all of the relevant information by capturing the audience's attention. for this reason, careful preparation is needed to get satisfactory results from a presentation. one of the things that can make a presentation successful is the use of a rhetorical structure. less successful presentations are usually due to the unpreparedness of a presenter. things that cause a less successful presentation such as not involving the audience at the beginning of the presentation, the information presented is not well organized, the delivery of information is not clear, there is no preparation, and others. looking at the first model of the rhetorical structure of singh and ali (2019), it certainly cannot fulfill the wishes of the researcher. the moves and steps in the rhetorical structure model of singh and ali (2019) are appropriate to be used as guidelines for analyzing the heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 267 rhetorical structure in oral presentations, it's just that the moves and steps used do not yet exist for the body section and closing section. therefore, the researcher took moves and steps for the body section and the closing section of the model used by raharjo and nirmala (2016) and seliman (1996). in short, the researcher proposes a model adapted from the three previous models. as can be seen in the figure below: 1. introduction move 1a: listener orientation step 1a – greeting the audience step 1b – reciting prayer step 1c – introduction of oneself/other speaker(s) move 1b: content orientation step 1d – leading audience into the content step 1e – announcing the topic of the oral presentation step 1f – outline structure/indicate the scope 2. body move 2: body step 2 hortatory/narration 3. conclusion move 3: conclusion step 3a – summarizing the points/conclusion step 3b suggestion step 3c – invite question step 3d thanking furthermore, the researcher has also prepared several examples of the rhetorical structure of moves and steps taken from several previous studies that have been adapted in the figure above. the example is shown below: introduction the introduction is a very crucial subgenre in research. the introduction section is considered to be a fairly important part because of the introduction for most researchers and the obstacles in the main rhetorical structure. especially for novice researchers, the introduction feels more intimidating (burgess, 2002). in this section, readers can determine whether they want to continue reading or not. therefore, this section is considered important enough to be made as interesting as possible. the parts of the introduction to this study are: listener orientation / m1a the first part is about listener orientation. referring to rowleyjolivet and carter-thomas (2005), oral presentations typically start 268 | english franca, vol. 6, no. 2, 2022 with move 1 – listener orientation. this move is also often referred to as the 'interpersonal framework' in their studies. the function of the move is to direct audiences. in addition, this move also has a function to prepare listeners for presentation topics that will be delivered and discussed. move 1 listener orientation is divided into 3 steps, step 1a – greeting the audience, step 1b – reciting prayer, and step 1c introduction of oneself/another speaker (s). the explanations and examples of these 3 steps can be seen below: step 1a – greeting the audience example: assalamu’alaikum (arabic greeting) very good morning to . . . (singh and ali, 2019) the first step is to greet the audience. this step aims to orient or prepare the audience when the presentation will begin. when greeting the audience, we can use the greeting in arabic as in the example above. then, after greeting the audience, the next step is reciting a prayer or in this study, it is called step 1b reciting prayer. for more details, see the example below: step 1b – reciting prayer example: before we begin our presentation, let's begin with surah alfatihah. (singh and ali, 2019) after greeting the audience, the next step is reading a prayer. in this step, the presenter will invite the audience to pray to god before starting the presentation. the prayer reading before starting the presentation aims to ask god for guidance so that the activities run smoothly. based on research conducted by singh and ali (2019), this step involves reciting verses from the qur'an that appear in 25% (5 out of 20). then, after reciting a prayer, a very important step is to introduce yourself when you are going to carry out the presentation. this step is referred to as step 1c introduction of oneself/other speakers (s). the explanation is below: step 1c – introduction of oneself/other speaker(s) example: okay, my name is ………..(name) i am the first presenter. my name is ………(name) i am the second presenter. i am ……… (name) the third presenter and i am …….. (name) the last presenter (singh and ali, 2019). heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 269 in this step, the presenter will introduce himself or herself. in addition to introducing themselves, they will also introduce other presenters if a presentation is done in groups and not individually. this step is a must-do so that the audience knows the speakers well. then, after listener orientation, there is also content orientation. if listener orientation is the stage used to introduce presenters to the audience, then content orientation has the aim of being able to give a summary of the presentation's substance that will be discussed by the presenters. content orientation / m1b if listener orientation is the stage used to introduce presenters to the audience, then content orientation has the aim of being able to provide an overview of the content of the presentation that will be discussed by the presenters. the function of m1b content orientation is to prepare the listener for the oral presentation's substance (singh and ali, 2019). then, this move is divided into 3 steps, 1d – leading the audience into the content, 1e – announcing the topic of the oral presentation, and 1f – outlining structure/indicating scope. the explanation can be seen below: step 1d – leading the audience into the content example: for your information do you know what is al mudarabah? no? it is an islamic concept of insurance and we apply this concept in our company (singh and ali, 2019). this step is called leading the audience into the content. the presenter attempts to draw the audience into the discussion of the presentation topic at this point. the goal of this stage is to guide the audience toward the presentation's main point of discussion. in addition, this maneuver might help draw the audience member's attention to the subject being discussed. then, the next step is announcing the topic of the oral presentation. the explanation is as follows: step 1e – announcing the topic of the oral presentation example: today i would like to share the proposal that our team has come up with… (singh and ali, 2019). in this step, the presenter informs the audience about the topic to be discussed. this aims to emphasize the topic that will be discussed with the audience. when the audience knows about the topic to be discussed, they will find it easier to follow the presentation. next, step m1sf outlining structure/indicating scope. the explanation is as follows: 270 | english franca, vol. 6, no. 2, 2022 step 1f – outlining structure/indicating scope example: first… firstly we will explain to you our purpose… objective of this work… next, we will tell you about the problem statement of this project… then we tell what are the benefits of this project, what precautions are kept in mind when implementing it, operation, our budget and last but not least we will explain how it works (singh and ali, 2019). the next step is to introduce the outline of the presentation material that will be discussed. in this step, presenters will provide an outline of their presentation material. this stage tries to inform the audience about the general organization or layout of the presentation topic (singh and ali, 2019). as a result, the audience is aware of the key messages that the presenters will transmit about the presentations that will be addressed. after the introduction, there is also the core part of a presentation, the body. this section contains the gist of the topics discussed in a presentation. the discussion can be seen below: body the body of the oral presentation holds the content and essence of a presentation presented by the presenter, and it must be presented effectively to reach its audience (seliman and naitm, 2010). then, seliman (1996) added that because the body of the discourse was meant to be the key circumstance of the topic which needed the visuals most, that was the explanation offered before. according to seliman (1996), the oral presentation's body was where the support of text appeared in the form of visual representations of the text. the explanation of this move can be seen below: body / m2 step 2 – hortatory/narration example: well, (the topic) of course is . . . the definition of . . . based on the . . .(the topic) is . . . this step is useful for explaining the core of the topics covered in the presentation. the presenters elaborated widely on the points mentioned in the outline. in this move, the presenter usually always starts by defining the topic that will be brought up. then, the presenters will add definitions supported by several experts to strengthen their explanation of the topics discussed. in this section, the audience will be given an understanding of the material topics heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 271 presented by the presenters. last, move 3 is the conclusion. explanations and examples of this move can be seen below: conclusion this move is the last stage of a presentation. at this stage, the presenter will provide a conclusion from the presentation topic. then, the presenter also gave suggestions to the audience. followed by a question and answer session by the presenters and audience. and ends with a thank you from the speaker to the audience. therefore, in this study, this move itself is divided into 4 steps, m3sa – summarizing the points/conclusion, m3sb – suggestion, m3sc – invite question, m3sd – thanking/thank you. for that, let's look at the explanation and examples below: conclusion / m3 step 3a – summarizing the points/conclusion example: so, (the topic) is one of the important . . . this step is an activity to make conclusions from the presentation material. the presenters provide points that contain a collection of conclusions from the topic that have been discussed. this conclusion has an important role. in a presentation, the presenter must be able to convey a brief but complete conclusion. this conclusion is made by answering the problems at the beginning of the presentation. that way, the audience becomes more aware and can capture the content of the presentation that has been delivered. step 3b suggestion example: from the results of this presentation, we recommend that you . . . after the conclusion, there are suggestions. suggestions can be defined as input from presenters directed at the audience by the created theme. this is so that audiences who intend to research the same theme can more easily and effectively create and develop themes/topics. in this step, the presenters will provide recommendations for the audience. recommendations are given following the conclusions of the topics discussed in the presentation. next is the question and answer section between the presenter and the audience. step 3c – invite question example: ok, now we would like to invite you to give us a question . . . 272 | english franca, vol. 6, no. 2, 2022 this step is called an invite question. in this step, presenters provide an opportunity for the audience to ask questions related to the topic of their presentation. in this step, the presenter invites the audience for a question-and-answer session. then, the presenter allows the audience to voice their opinion and clarify any confusion they have about a topic that has been discussed previously. the goal is for the audience to have a deeper understanding of the topics discussed by the presenter. step 3d – thanking/thank you example: thank you for your attention . . . the next step is thanking/thanking you. this step is the final step of the presentation. the presenters thanked the audience as a sign of the end of the presentation. this step is also a signal from the presenter to the audience that the presentation has ended. research methodology this study used a mixed-method research design as its methodology. to better understand a research problem, creswell and clark (2011) define mixed method research design as a process for gathering, analyzing, and "mixing" quantitative and qualitative methodologies in one study or series of studies (quoted in creswell, 2012). using a qualitative approach, the first research topic was addressed. while the second research question is answered by quantitative methods. this study focuses on exploratory design. based on cresswell (2011), a method in which the researcher first investigates and analyzes qualitative data before applying the findings in a quantitative phase. the main goal of exploratory research is to understand a problem or situation better. this is a great way to provide a basis for further study or rigorous study at a later date. the non-probability sample is the method of sampling that was employed in this investigation. the researcher targeted a specific group, well aware that it does not represent the larger population but only itself, and this intentional targeting resulted in the selectivity built into the non-probability sample. this is frequently the case with small-scale research, where no attempt is made to generalize the desired results, such as with one or two schools, two or three groups of pupils, or a specific group of teachers. this is frequently the situation in some ethnographic, action, or case study research (cohen, manion, and morisson, 2005). heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 273 purposive sampling is the kind of non-probability sample employed in this investigation. based on cohen, manion, and morisson (2005) in purposive sampling, based on their evaluation of their typicality, researchers select the instances to be included in the research sample. they construct samples in this manner to meet their particular demands. later, cohen, manion, and morisson (2005) emphasized that while this form of the sample may serve the researcher's need to collect data, it is purposefully and blatantly biased and does not claim to be representative of the larger population. in this study, the data used were taken from presentations made by undergraduate students in the speaking for presentation class. the performance of the undergraduate student presentation was recorded. then, the recorded video of the presentation was analyzed by the researcher. the researcher will analyze the pattern of the rhetorical structure found in the video presentation by using the adapted model by singh and ali (2019), raharjo and nirmala (2016), and seliman (1996). following that, each piece of evidence will be further detailed and examined in light of the theories covered in the preceding chapter. this research was conducted in the english language undergraduate study program, at bengkulu university. the researcher chooses the english education study program at bengkulu university because, in this study program, the speaking for presentation class is a compulsory subject for students to take. the target population in this study is the fourth-semester undergraduate students majoring in english education at bengkulu university the total class is 3 classes. then, from the 3 classes, only a few students will be the samples in this study. cohen, manion, and morrison (2011) defined a sample as a smaller group or subset. according to arikunto (2010), sampling for research should be done if the subject has less than 100 participants. if the subject has more than 100 participants, 10-15%, 20-25%, or more can be sampled. the total of students that took the speaking for presentation class was 115 students. however, only 30 students will be the sample of this study. then, these 30 students will be taken 10 students from each class as representatives, where the total number of classes is 3. the reason the researcher decided that each class would have 10 students as representatives so that each class had the same number of representatives. 274 | english franca, vol. 6, no. 2, 2022 results & discussion 4.1. a. the frequency of moves and steps in the students’ presentation in speaking class table 1 the frequency of moves and steps in the students’ presentation in speaking class moves steps students’ presentation frequency percentage introduction m1a – listener orientation step 1a – greeting the audience 30 100% step 1b – reciting prayer 0 0% step 1c – introduction of oneself /another speaker 30 100% m1b – content orientation step 1d – leading the audience into the content 20 67% step 1e – announcing the topic of the oral presentation 30 100% step 1f – outlining structure/ indicating scope 11 36% body m2 – body step 2a – hortatory/ narration 30 100% conclusion m3 – conclusion step 3a – summarizing the points/ conclusion 30 100% step 3b – suggestion 26 86% step 3c – invite question 7 23% step 3d – thank you 30 100% as indicated in the table above, three moves existed in students' presentation videos. firstly, move 1 (m1) – introduction (listeners orientation and content orientation has consisted of two sub-moves such as mia (listeners orientation) and mib (content orientation). next, the researcher found that move 2 ( m2) – body and move 3 (m3) – heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 275 conclusion. all the moves that existed in the table above, just like m1 – introduction (listeners orientation and content orientation), m2 – body, and m3 – conclusion has their steps for each of them and their frequency of occurrence. based on the table above move 1 – listener orientation has 3 steps, namely misa – greeting the audience, m1sb – reciting a prayer, and m1sc – introducing oneself/another speaker. the study discovered that the speaker always starts the presentation with m1a – listener orientation, from the three processes previously indicated. it was proved that m1sa – greeting the audience reached 100% or 30 times occurred in a total of 30 data analyzed. the researcher then discovered that all 30 of the studied data had a step that never appeared. the step has never occurred (0%), the step is m1sb – reciting a prayer. then, m1sc introduction of oneself/another speaker, this step has 30 frequencies. moreover, the m1b – content orientation has 3 steps such as misd – leading the audience into the content with 67% frequency of occurrence, m1se – announcing the topic of oral presentation, and the next step hitting 100% frequency of occurrence. the last step in the m1sf – outlining structure/indicating scope appeared 11 times or 36% frequency occurrence. as seen in the following example below: example 1 of m1sa – greeting the audience assalamualaikum warahmatullahiwabarokatuh, ladies and gentlemen. (students 1) good afternoon ladies and gentlemen. first of all, let me thank you for being here today. (student 2) assalamualaikum, hello everyone. let me introduce myself. (student 4) based on the example above, several ways can be used to greet the audience the word bold and underlined above such as “assalamualaikum warahmatullahiwabarokatuh” and “good afternoon” as a linguistic cue indicating the speaker welcomed the audience or viewers before beginning the speech as an oral presentation. oral presentation often begins with "m1a – listening orientation", the speaker greeted the audience which belongs in the step of m1sa – greeting the audience. furthermore, the greeting function is an attention-getting device and an important part of communication 276 | english franca, vol. 6, no. 2, 2022 competence. another step in m1sc was a step that aimed to introduce yourself and the group members or m1sc – introduction of oneself/other speaker. this is an essential step. as seen in the following example below: example 2 of m1sc – introduction of oneself/another speaker as you probably know, my name is . . . i'm a student at college in . . . (student 3) let me introduce myself. my name is . . . and i am a student at . . . (student 4) first of all, let me introduce myself. my name is . . . i'm a student at . . . (student 5) the phrase “my name is . . .” indicated that this kind of step was the speaker tell about themselves. the common expression “my name is . . .” which existed in all of the entire student presentation videos, the steps that proved to be quite important in the m1 – introduction section. in the spoken genre the speaker needs to prepare the audience for the content of the oral presentation and capture the audience's attention. this step is called m1sd – leading the audience into the content. as shown below: example 3 of step m1sd – leading the audience into the content in the speaking for presentation class, i learned about how to be a perfect presentation. i would like us to learn the roles of presentation. first, we learn about opening a presentation in class we have a formula for opening a presentation. we call this a w-i-s-e formula. (student 5) here i want you to take a look at my screen. imagine the student doesn't have much money, he's not rich and needs to get a job as soon as possible after he has done his school. which institution matches him? senior high school or vocational school? (student 7) based on the example above, the step of m1sd – leading the audience into the content reached a 73% frequency or percentage. in this step, the speaker is instructed to engage the audience and direct them to the topic to be discussed in the oral presentation. one of the other steps in m1b is the step that aims to announce the topic of the presentation to heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 277 the audience or viewers, m1se – announcing the topic of the oral presentation. as seen in the following example below: example 4 of m1se – announcing the topic of the oral presentation today i would like to present about climate change. it is very important for us because we lived on earth and we must care about it. (student 1) so, at this moment i would like to explain public speaking anxiety. so, we're going to the main point of this topic. (student 4) what i like to present to you today is about indonesian unemployed people from the vocational school. (student 7) the phrase “today, i would like to present about” "so, at this moment i would like to explain about" or “what i like to present to you today is about” shows that in this kind of step the speaker presents the topic orally to the audience. the common expression “i would like to present about” which were present throughout the entire presentation, the steps that were most significant in the m1 introduction section. in the spoken genre, the speaker needs to orient the audience and arrange the presentation framework to be delivered to the audience. another one finds found in students' presentation videos m1alistener orientation was m1sf – outlining structure/indicating scope. this step reached 36% percent or has appeared 11 times out of 30. this step serves to indicate the components of the topic to be discussed and provide information about the outline of the presentation topic. as shown below: example 5 of step m1sf – outlining structure/indicating scope i'll begin by explaining the definition of extensive listening. then i'll start by explaining to you the background of podcasting and vodcasting in a second language context and after that, i'll move on to my next point which is showing you the results of the question. (student 2) today’s presentation will have two discussions. the first is about factors of the teaching profession that are less desirable. the second is teachers' perception of the teaching profession. (student 3). 278 | english franca, vol. 6, no. 2, 2022 based on the examples above, the step of m1sf – outlining structure/indicating scope was not only an indicator for speakers to share ideas or topics to be presented but also this step helps speakers show the scope of the topic when it is their turn to present if the topic is presented by more than one speaker. as a whole of a presentation, the content of the speech was the most important one, it contained the main points or ideas of knowledge from a presentation to be delivered. as can be noted in the table above, the steps in move 2 (m2) proved that the content of the students' speaking presentation, move 2 (m2) – body contained much information on the topic of the student's presentation videos discussed. it was proved by the step frequency in the m2 reached up to 30 times with a 100% occurrence percentage. as shown in the following example below: example 6 of m2 – sa – hortatory/narration climate change simply is changing of weather patterns. it could be natural. (student 1) increased exposure to a large amount of comprehensible overall input is called extensive listening or el. their practices can be both teacher and learner initiatives and can be conducted outside the classroom. (student 2) according to . . , when anxiety is related to learning a second or foreign language learned process it is known as second or foreign language anxiety. young added that language anxiety involves a complex multi-factor reality which . . . (student 4) above are examples of m2 – body. in the example above, it was found that most of the speakers will start this step by defining the topic they will discuss and convey to their audience. submission of the definition will usually be followed by some support from experts to strengthen the speaker's statement. furthermore, in analyzing students' presentation videos, the last part of the speech was quite important. because the speaker's final comment emphasized a key point, viewers or listeners can learn a valuable lesson from it. according to what is clear from the table above, the m3sa – summarizing the points/conclusion in students' presentation the move 3 hit 30 times occurred or 100% existed in the all data analyzed. it indicates that the presenters brought up a crucial point that could have improved audiences' or viewers' understanding of the subject. the m3sb heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 279 – suggestion has occurred 26 times or 86% of students' presentations. next, the m3sc – invite question has occurred 7 times or 23% of the data in students' presentations. the last, m3sd – thanking/thank you was an obligatory category. it has occurred 30 times or 100% from all the data of students' presentations in speaking class. examples can be seen below: example 7 of m3sa – summarizing the points/conclusion in conclusion, i hope we could change our minds to take care of the environment. (student 1) so the next slide is a summary. anxiety can be both good and bad. (student 4) let me tell you that overall my presentation today, as i said if using technology in our relationships can give us two things. (student 8) the sentence in bold and italics above indicated that the speaker was about to conclude the speech as an oral presentation. the examples above are a point of emphasis to conclude the topics that have been discussed, m3sa – summarizing the point. the next step is m3sb – suggestion. like in the following illustration: example 8 of m3sb – suggestion in addition, i would therefore suggest language teachers and learners become familiar with the digital resources available such as podcast and vodcast . . . in addition, i would therefore suggest language teachers and learners become familiar with the digital resources available such as podcast and vodcast. (student 2) it was also suggested that instead of the formal classroom settings one of them might an informal situation where even high students can feel relaxed and be more willing to participate. (student 4) as can be concluded from the example above, m3sb – suggestion. it indicates that some of the speakers suggested this in the presentation. speakers will use the word "suggest" when they intend to give their suggestions to the audience regarding the topic they are discussing. this step has the role to give some suggestions to the audience. then, another step is m3sc – invite questions. for more details see the example below: example 9 of m3sc – invite question 280 | english franca, vol. 6, no. 2, 2022 okay, that's all. okay, are there any questions? ( student 15) thank you for your attention. you can ask me if you have any questions. (student 21) and of course, do you have any questions? (student 27) above are some examples of m3sc – invite questions. this step is an opportunity given by the presenter to the audience who wants to ask a question related to the presentation topic. this step appears 7 times or 23% of students' presentations and is categorized as optional. the last step that will be discussed is about m3sd – thanking. as shown below: example 10 of m3sd – thanking in the end, thank you all for listening to my presentation. (student 2) ok, that’s it from me. thank you for your attention. (student 4 hope this is useful to you. bye bye. thank you, everyone. bye. (student 24) thank you for your attention. as can be concluded from the example above, m3sd – thanking. it indicates that the speaker ended the presentation by valuing the audience or the viewer by saying “thank you”. in conclusion from the foregoing explanation, the analysis showed that the 30 video transcripts used as the research data had the rhetorical structure of the motions and steps in the students' presentation videos. in addition to the frequency of moves and steps in students' presentations in the speaking for presentation class, the researcher also found a typical pattern possessed by students when presenting in the speaking presentation class. 4.1. b. the typical pattern of students’ presentation in speaking class table 5. the typical pattern of the students’ presentation in speaking class no moves and steps typical pattern 1. move 1 – introduction obligatory step 1a – greeting the audience obligatory step 1b – reciting prayer optional heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 281 step 1c – introduction of oneself/other speakers obligatory step 1d leading the audience into the content conventional step 1e announcing the topic of the oral presentation obligatory step 1f outlining structure/ indicating scope optional 2. move 2 – body obligatory step 2a – hortatory/narration obligatory 3. move 3 – conclusion obligatory step 3a – summarizing the points/conclusion obligatory step 3b – suggestion conventional step 3c – invite question optional step 4d – thanking/thank you obligatory from the table above, it can be seen that there are 3 typical patterns in students' presentations in the speaking for presentation class found in this study. the three typical patterns are obligatory, conventional, and optional. however, this study only focuses on the typical patterns of obligatory and conventional. starting from move 1 introduction which has a typical pattern in the form of obligatory. followed by move 2 body which also has a typical pattern as an obligatory. finally, move 3 conclusion also has a typical pattern in the form of an obligatory. thus, it can be said that of the 30 data that have been analyzed in this study, all of them have move 1 – introduction, move 2 – body, and move 3 – conclusion. furthermore, each move has several steps. these steps also have their typical pattern. move 1 the introduction has six steps. of these six steps, there are 3 steps whose typical pattern is obligatory, m1sa – greeting the audience, m1sc – introduction of oneself/other speakers, and m1se – announcing topic of oral presentation. then, m1sd – leads the audience into the content, and m1sf – outlines structure/ indicating scope has a typical pattern as conventional. in move 2 – body, there is only one step, namely m2sa – hortatory/narration. it is known that this step has a typical pattern as obligatory. furthermore, in move 3 conclusion, there are 4 steps. of these 4 steps, it was found 2 steps that have a typical 282 | english franca, vol. 6, no. 2, 2022 pattern as obligatory, m3sa – summarizing the points/ conclusion and m3sd – thanking/thank you. in addition, there is also one step that has a typical pattern as conventional, m3sb – suggestion. for clarity, below is the examples of an essay on moves and steps: essay 1: good afternoon. first of all, let me thank you for being today. i'm glad that so many of you could come. (m1sa) let me introduce myself, my name is .... and i'm a student in the english education study program. (m1sc) my field of study focuses on writing, speaking, reading, and listening. but humans tend to listen more than they read, they carry but listening is hard in the language-learning process. (m1sd) so i will share my file of powerpoint and its related to listening which is improving listening skills with extensive listening using podcasts and vodcasts. so this topic is particularly relevant to the watch who will get the role of english educators. (m1se) i'll begin by explaining the definition of extensive listening. then i'll start by explaining to you the background of podcasting and vodcasting in a second language context and after that, i'll move on to my next point which is showing you the results of the question. (m1sf) and please feel free to interrupt me at any time with questions or don't worry about taking notes because i'll be handing out copies of my powerpoint slides. (m3sc) so, as an english student, i experienced that listening to a second language is hardly difficult, but generally because listening skills can be hollowed by extensive listening practices beyond the classroom. so what is extensive listening? increased exposure to a large amount of comprehensible overall input is called extensive listening or el. their practices can be both teacher and learner initiatives and can be conducted outside the classroom. there are three important principles for effective el practice variety, frequency, and repetition. second language learners need to listen to a variety of listening materials on various topics and then they become familiar with the structures of different listening tips. but thanks to technology, podcast and vodcast are available to help our listening skills with more creative play. okay, first let me quickly explain the graph. meanwhile, heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 283 the line on the right presents the number of proficiency posttest also from the range zero to 100. the colorful line is representative of learners and as a whole, it can be seen that no learners experience the decline. instead, every learner's hectic pervasive increases even with the traumatic increase or slight increase instead of the data result. there are two main points of the graph that we all should know. the positive effects given by learners are the expression as i improve and i learned or i realized that sharing they got the benefit or positive impact of the listening test. furthermore, listening loves to help them to develop listening skills significantly. however, there are also negative effects as learners strongly relate to the speed of the speakers and unfamiliar friends. but in the tale, some of them also think that the struggle is good for their learning process and makes them grow better. (m2sa) now, i'm at the end of my talk about listening to podcasts and vodcast for second language learning. just to summarize the main points of my talk, as might be expected, smartphones were the most prepared device for the students while doing extensive learning. this also leads us to the reason why learners choose podcasts and vodcast because it is not very convenient to watch a podcast on a small screen device, isn't it? and secondly, the yearlong extensive listening practice with podcasts and vodcasts has a significantly positive influence on the development of listening skills. the data in the graph proved this point by showing there are no requirements for the proficiency of learners. (m3sa) in addition, i would therefore suggest language teachers and learners become familiar with the digital resources available such as podcast and vodcast sets of all four languages to post. because as we know, many new digital avenues for second language listening to podcasts and vodcasts are now available for language learners and educators. the finding and the study can help language teachers and learners recognize the educational power of podcasting and vodcasting technology in developing second-language listening skills. (m3sb) in the end, thank you all to listen to my presentation. wassalamualaikum wr wb. (m3sd) essay 2: 284 | english franca, vol. 6, no. 2, 2022 assalamualaikum warahmatullahiwabarokatuh, ladies and gentlemen. first things first i wanna say thank you to those of you who could make it today. (m1sa) my name is. (m1sc) today i would like to present about climate change. (m1se) it is very important for us because we live on earth and we must care about it. (m1sd) okay, let's have a look at the next slide. climate change simply is changing of weather patterns. it could be natural but humans made it faster. it was caused by many factors such as pollution, forest cutting, and other human activity. climate change could influence human life. for instance, climate change can make sea levels rise and it makes many towns lower land would have flowed. then i want to draw your attention to the next slide. when someone talks about climate change, they always talk about the safety of earth. but how do people react when they say it? they would ignore it because they don't have a judgment of the word earth. they would think someone will do something about it. we have no contribution to prevent climate change. but if we change the term to safe our habitat how can you not have engagement with your habitat? you live in there to save your soul. you must keep your habitat, and stay safe and healthy. (m2sa) and then this leads us to the end of my presentation. in conclusion, i hope we could change our minds to take care of the environment. (m3sa) let's now make a real effort to prevent climate change. (m3sb) that’s all, thank you. (m3sd) essay 3: assalamualaikum wr wb. hello everyone, let me introduce myself. (m1sa) my name is and my npm is i am a student at the university of bengkulu. (m1sc) so, at this moment i would like to explain public speaking anxiety in the thai efl context. (m1se) so, we're going to the main point of this topic. so the first is a review of the literature, on language anxiety. according to hasmi and abbasi, when anxiety is related to learning a second or foreign language learned process it is known as second or foreign language anxiety and young added that heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 285 language anxiety involves a complex multi-factor reality that may affect the learners in terms of the culture. the previous longest learning process, characters, and classroom environment. so let's move on to the next topic. so the next is speaking anxiety and fear of public speaking. macintyre and carre added that when speaking students are required to process linguistic inputs while producing outputs, stimulus, and harmer as cited in cagatay added that such skills are considered the most anxiety profiquing part of language education. it is fear of public speaking, particularly in an unfamiliar language that provokes language anxiety. okay, the next topic is factors associated with foreign language society also found that they study that among all difficulties related to linguistic items that along with learners may face with vocabulary, it is the most prominent one because lack of vocabulary in the target leads to anxiety. when learners cannot use suitable words in the lattice due to a lack of language or cannot remember the word, they become ancestry. therefore, when learners face difficulty in understanding and using the linguistic components of a foreign language or have a lack of knowledge about these items they may feel anxious and the effect and factors of language anxiety. aydin added that several negative effects have been observed to have an impact on one language learning process including loss of vocabulary and synthetic structure knowledge while speaking more anxious language learners are therefore more prone to mistakes when pronouncing the target language. the last is alleviating language anxiety. as can be seen, language anxiety is a major cause of trouble for many language learners. for example, their unwillingness to participate in the veil to start a conversation. the important thing is to address what can be done to evaluate language society and help language learners improve their experience learning the target language from the literature several solutions have been proposed. language anxiety stems from the lack of practice. (m2sa) therefore suggests that more opportunities to practice should be given to students. it was also suggested that instead of the formal classroom settings one of them might an informal 286 | english franca, vol. 6, no. 2, 2022 situation where even highly si students can feel relaxed and be more willing to participate. okay, let's do the next slide. (m3sb) so the next slide is a summary. anxiety can be both good and bad and thus facilitating or debilitating as a confidence booster or as a demotivator. anxiety is worth investigating because it is a factor that influences perceive competence. the present study investigates public speaking anxiety problems faced by thai efl students from their own and the research perspective to achieve their objectives. (m3sa) okay, that's it from me. thank you for your attention. be helpful and thank you. wassalamualaikum wr wb. (m3sd) above are some examples of essays on moves and steps found in students' presentations in presentation class. essay 1 is an example that has complete moves and steps. essay 2 is an example that has incomplete moves and steps. in essay 2, no m1sf and m3sc steps were found. similar to essay 2, essay 3 is also an example where the moves and steps are not complete. in essay 3, the steps m1sd, m1sf, and m3sc are not found. discussion the first research question in this study is to find the most common moves and steps found in students' presentations in speaking class. after processing the data, it was found that m1sa – greeting the audience, m1sc – introduction of oneself/another speaker, m1se – announcing topic of oral presentation, m2sa – hortatory/narration, m3sa – summarizing the points/conclusion, and m3sd – thanking/thank you are the most common moves and steps found in students’ presentation in speaking for presentation class. it is known that these steps have a frequency of 30 times with a percentage of 100%. the same thing was also found in research by singh and ali (2019) argue that step m1sa greeting the audience has the potential to attract the attention of the audience. this step is mandatory and frequent because the findings show that this step occurs 100% in the introduction section. the second is often found in the steps of m1sd – leading the audience into the content which appears 20 times with a percentage of 67% and m3sb – suggestion appears 26 times with a percentage of 86%. the second finding in this study is about the typical pattern in students' presentations in speaking class. referring to kenoksilapatham (2005), this typical pattern is divided into 3, obligatory, conventional, and optional. however, this study only focuses on two kinds of typical heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 287 patterns, namely obligatory and conventional. it is known that 100% of the moves and steps that appear are classified as obligatory. meanwhile, the moves and steps that appear between 60% 99% are classified as conventional. it was found that step m1sa – greeting the audience is obligatory. in addition, m1sc – introduction of oneself /other speaker is also obligatory. these steps appear 30 times or 100% percentage. in line with singh and ali (2019) stated that steps 1a greeting the audience and step 1c introducing oneself or other speakers were found in all data where the frequency of occurrence was also 100% for research data as an introduction was required. there is also step m1se announcing the topic of the oral presentation which is obligatory. then, m2sa hortatory/narration which is also obligatory. in move 3 conclusion, there are two steps with a typical pattern as obligatory, m3sa – summarizing the points/conclusion and m3sd – thanking/thank you. the findings in previous research from raharjo and nirmala (2016) revealed that most presenters developed their presentations using a summary/conclusion. the steps above are categorized as obligatory because they have appeared 30 times with a percentage of 100%. then, this study also found a typical pattern in the form of conventional. one step that has a typical pattern in the form of conventional is m1sd leading the audience into the content which has a percentage of 67%. different results are obtained from the research of singh and ali (2019) where the step of m1sd leading the audience into the content is considered optional because of its low frequency of appearance. then, m3sb suggestion is also conventional with a percentage of 86%. conclusion the goal of this investigation is to find out the moves and steps often found in students' presentations in speaking class. additionally, this research looks into the typical pattern of students' presentations in speaking class. based on the results of data analysis from research that has been done about the rhetorical structure of students' presentations in speaking class, it can be concluded as follows: first, three moves in the rhetorical structure are found in the student's presentation in speaking class. the first move is move 1 (m1) consists of an introduction – listener orientation and content orientation. the second is move 2 (m2) body. the last is move 3 (m3) – conclusion. then, the steps that are often found in students' presentations in speaking class are m1sa – greeting the audience, m1sc – introduction of oneself/another speaker, m1se announcing topic of oral presentation, m2sa – hortatory/narration, m3sa – summarizing the 288 | english franca, vol. 6, no. 2, 2022 points/conclusion, and m3sd – thanking/thank you. then, the second most often found in students' presentations in speaking class are m1sd – leading the audience into the content and m3sb – suggestion. second, the typical patterns found in the presentation of students in the speaking class are obligatory and conventional. the steps that are categorized as obligatory are m1sa greeting the audience, m1sc introduction of oneself/another speaker, m1se announcing the topic of oral presentation, m2sa hortatory/narration, m3sa summarizing the points/conclusion and m3sd thanking/thank you. these steps are categorized as obligatory because they appear 30 times with a percentage of 100%. then, some steps are classified as conventional typical patterns. these steps reached around 60 – 90% percentages. they are m1sd leading the audience into the content and m3sb – suggestion. references aliyu, m. m., korau, s. m., & basiru, a. (2019). reducing undergraduates speaking anxiety through class interactions and oral presentations. asian journal of contemporary education, 3(1), 36-43. doi: 10.18488/journal.137.2019.31.36.43 cohen, l., manion, l., & morrison, k. (2011). research methods in education (7th ed.). london: routledge. creswell, j., w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. pearson education. creswell, j. w., & plano clark, v. l. (2011). designing and conducting mixed methods research (2nd ed.). london: sage publications ltd. gürbüz, c., & cabaroğlu, n. (2021). efl students’ perceptions of oral presentations: implications for motivation, language ability and speech anxiety. journal of language and linguistic studies, 17(1), 600-614. doi: 10.52462/jlls.41. muhtadin, & noermanzah. (2017). rhetorical structure and linguistic features in introduction parts of research in indonesian legal science journal. lingua didaktika, 11(2), 205-215. doi: 10.24036/ld.v11i1.8373. noermanzah, syafryadin, castrena, o. w., & abid, s. 2020. rhetoric structure of the master of ceremony and the function of the heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 289 akikah event in lubuklinggau city. journal of english education and teaching (jeet), 4(2), 232-247. noermanzah, wahyuni, s., astuti, t., & wardhana, d. e. c., syafryadin. (2020). the rhetorical structure of the lubuklinggau mayor's speech in building community trust. international journal of progressive sciences and technologies (ijpsat), 19(2), 146-154. nouh, n. a. a., kareem, m. m. a., & taqi, h. a. (2015). efl college students’ perceptions of the difficulties in oral presentation as a form of assessment. international journal of higher education, 4(1), 136-150. doi:10.5430/ijhe.v4n1p136 doi: http://dx.doi.org/10.14710/parole.v6i2.16885. pujiyanti, i. a., arsyad, s., & arono . (2018). rhetorical structure analysis on introduction chapters of english master theses by indonesian postgraduate students. indonesian journal of english education, 5(2), 143-164. doi: http://dx.doi.org/10.15408/ijee.v5i2.8423. raharjo, s., & nirmala, d. (2016). generic structure and cohesive devices: a study on the final project report presentation of the accounting students of polines semarang. parole: journal of linguistics and education, 6(2), 27-40. samad, i. a., & adnan, z. (2018). generic structure of an important, but neglected, academic genre, undergraduate thesis defence examination, and its pedagogic implications. a collective case study at four universities in aceh and north sumatra provinces, indonesia. tesol international journal, 13(10), 54-75. seliman, s. (1996). the genre and the genre expectations of engineering oral presentation related to academic and profesional context. unpublished dissertation, university of stirling. sing, k. k. m., & ali, a., m. (2019). a genre-based investigation of the introduction sections of academic oral presentations. asian journal of university education, 15(2), 95-125. doi:10.24191/ajue.v15i2.7559. widodo, i. (2020). the rhetorical structure of short lecture by famaous applied linguists jack c. richards posted on youtube [thesis]. bengkulu university. http://dx.doi.org/10.14710/parole.v6i2.16885 http://dx.doi.org/10.15408/ijee.v5i2.8423 290 | english franca, vol. 6, no. 2, 2022 empty page english franca academic journal of english language and education doi: 10.29240/ef.v7i1.7033 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 05 january 2023; received in revised form 10 march 2023; accepted 24 april 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license exploring vocational high school efl teacher’s understanding of studentcentered learning assessment raniah mardiant1, eri kurniawan2 1universitas pendidikan indonesia, indonesia 2universitas pendidikan indonesia, indonesia corresponding email: radiant@upi.edu introduction student-centered learning assessment (scla) constitutes a significant component of current indonesian senior high school educational initiatives, primarily since the kurikulum merdeka was implemented as a response to overcome the learning loss faced by students during the covid-19 pandemic. however, little research has been conducted on english teachers’ understanding of scla in indonesia, especially in vocational high schools that aim to produce students with real-life skills after graduating. the curriculum changes lead to a different learning process, including the assessment, which is also considered the core component of teaching and learning. the result of students’ assessment during their learning process will subsequently present a meaningful influence on the learning quality and teaching instruction (pastore & andrade, 2019). furthermore, the kurikulum merdeka is related to objective-based education, which emphasizes the studentcentered approach through problem-based learning. however, the change in the national curriculum also significantly affects the assessment in the learning process (wahyuni & sugihartini, 2021). the current issue regarding assessment refers to the dilemma faced by teachers regarding the assessment policy in problem-based learning. the teachers lack confidence in conducting assessments due to their limited knowledge and skills abstract. since the kurikulum merdeka was implemented to respond to the learning loss students experienced during the covid-19 pandemic, student-centered learning assessment (scla) has become a significant part of current indonesian senior high school educational initiatives. however, previous research found that teachers need more understanding of the concept of scla. thus, this study explores vocational high school efl teacher's understanding of scla in implementing problem-based learning in the kurikulum merdeka aligned with the theory from jonassen (2000). this qualitative case study employed an interview as the main instrument to discover an understanding from one teacher. based on the data analysis through thematic analysis, the findings revealed that the teacher had a fair understanding of the student-centered learning assessment's concepts, advantages, and obstacles. nevertheless, the teacher still needed to learn more about scla. although not all of the research findings were relevant to the previous study and the theory, the teacher reasonably implemented the student-centered learning assessment while improving the future teachinglearning process, particularly the assessment system. moreover, there is an expectation for the school, principals, and other stakeholders to pay attention to providing teachers with training regarding student-centered learning assessment. in addition, teachers are expected to be willing to stay up-to-date with the change of curriculum, including the shift in the assessment form, teachers' role, and learning to understand the current curriculum and the learning methods. keywords: student-centered learning assessment; efl teacher’s understanding; kurikulum merdeka http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:radiant@upi.edu raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 204 | vol. 7, no. 1, 2023 (203-216) about the current curriculum and the learning method (luthfiyyah, r., basyari, wariin, & dwiniasih, 2020). in addition, teachers in indonesia possess a moderate level of assessment literacy (pujiawati, 2019; fitriyah, masitoh, & widiati, 2022). moreover, since each school has a specific policy for assessment, it might force the teacher to adapt to the system even though it is unfitting to the student’s competency and situation. in addition, the curriculum change in indonesia affects the teachers' performance during the teachinglearning process. a study (yuhastina et al., 2020) found that teachers did not recognize that they were utilizing a pedagogical paradigm (education for children) with high school students who had reached maturity. when they shifted to the kurikulum merdeka, they were unaware that they should employ the andragogy paradigm (education for adults). this finding is in line with the research (wahyuni et al., 2020) that discovered the existence of a gap between vocational high school teachers' competencies and the ideal ones. additionally, although the kurikulum merdeka relies upon student-centred learning and relates to problem-based learning (purba, 2022), it cannot be neglected that teachers possess little understanding about how to assess students in problem-based learning class with the current curriculum.(qolbiyah et al., 2022). furthermore, much research in the indonesian context mentions the positive influence of problem-based learning (putri, 2022; hidayati & wagiran, 2020; novalinda, 2020). however, more research is needed to discover the quality of problem-based learning implementation, particularly on how teachers comprehend the studentcentred learning assessment form. some previous relevant research regarding teachers' understanding of studentcentred learning assessment indicated some evidence to support this present study. research findings assert that the lack of a standard definition for student-centred learning assessment in literature resulted in a complication in understanding teachers' definitions of student-centred learning assessment (islam et al., 2021). another research also reveals that each teacher has different ways of defining the term student-centred learning assessment (komatsu et al., 2021). based on some research results conducted and elaborated by the other researcher, the student-centred learning assessment becomes one of the supporting aspects of successful problem-based learning implementation. however, not all teachers understand student-centred learning assessment. therefore, based on the elaborated issues, this study explores vocational high school teachers' understanding of student-centred learning assessment in the kurikulum merdeka following the theoretical foundation of jonassen (2000) and previous related research. based on the pre-observation result of the teacher, it is shown that the teacher was unsure of the student-centered learning assessment term. therefore, through the qualitative case study, this present research focuses on answering the question: how is a vocational high school teacher’s understanding of student-centered learning assessment aligned with the theory in the kurikulum merdeka. based on the background of the study and the formulation of the problem, the objectives of this study are divided into two parts, namely general objectives and specific objectives, which are described as follows: general objectives: to explore vocational high school efl teacher's understanding of student-centered learning assessment in implementing problem-based learning in the kurikulum merdeka. specific objectives: to investigate the suitability of vocational high school teachers' understanding of student-centered learning with the theory of problem-based learning in the kurikulum merdeka. in addition, the following are the explanations of key terms that will be used in this research to avoid misunderstanding: vocational high school: education that enables students to gain the knowledge, skills, and competencies that are particular to a specialty occupation. studentcentered learning assessment: the assessment requires the active participation of students in establishing goals for their learning and development, reviewing their progress toward those goals, and determining how to fill in any gaps. problem-based learning: a teaching method in which challenging real-world situations facilitate students' learning of concepts and principles raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 205 | vol. 7, no. 1, 2023 (203-216) rather than the direct presentation of facts and concepts. kurikulum merdeka: curriculum with diverse intracurricular learning. it focuses on student-centered learning by giving the freedom for students to choose their own learning. theoretical framework student‐ centered learning assessment (scla) in the problem-based learning scla requires students to create learning objectives and identify resources and activities to accomplish them (jonassen, 2000). this technique begins with a central question that creates a need for certain information and activities, and students learn by responding to that question (jonassen, 2000). learner-centered teaching balances grading and learning through evaluation and involves pupils more in learning and assessment (weimer, 2002a, b). like any excellent assessment, scla sets demanding developmental learning goals. it gives students, instructors, districts, and states feedback on deepening learning. it is valid, reliable, and practical in the current setting (mcmillan, 2019). scla has many defining traits such as individualized, focused on learning and progress, motivating, able to engage students in regulating their learning, and informative and valuable to various audiences (abdigapbarova & zhiyenbayeva, 2022). scla involves differentiating learning aims, assignments, and activities, offering targeted feedback on students' learning (alone or in groups), and changing teaching and learning processes as needed. scla emphasizes 3 growth and learning. it measures and reports student learning, but it does more than that. student-centred assessment fosters learning and growth by giving students, teachers, and others feedback on what they need to advance toward the learning aim. student-centred assessment mirrors modern notions of formative assessment in that it is a learning moment, not merely grading, ranking, or sorting (dong et al., 2019). scla involves students setting learning and growth goals, monitoring progress, and addressing gaps. selfregulated learning is an essential skill for 21st-century education and professional success. self-assessment, peer evaluation, and portfolios can help students acquire content and develop self-regulation skills (dong et al., 2019). understanding of student‐ centered learning assessment (scla) only some studies have examined english instructors' scla knowledge and practice. din and wheatley (2007) reviewed 28 scla research; none were tesol-related. this review's key finding is that scla has been independently defined. pederson and liu (2003) revealed that teachers have different definitions of scla. in oman, only emenyeonu (2012) studied student-centered learning assessment. this study examined the obstacles to scla implementation in applied science colleges. the study found that teachers' and students' negative perceptions of scla limit its use. emenyeonu (2012) said that before implementing scla in oman, teachers' beliefs and behaviours must be investigated. the present study responds to this need to increase scla understanding in problem-based learning. in student-centred learning, students may choose not only what to study but also how and why that topic can be interesting (rahman et al., 2021). in addition, students' worldviews are significant, relevant, and suitable. scla's tenets as active rather than passive learning, student responsibility and accountability, learner autonomy, and mutual respect and interdependence between teacher and learner (vadivel, et al. (2021) students’ involvement in assessment practices several schools and universities use summative written exams. marks and grades generated through such assessments are used to regulate students (harrison et al., 2014). formative assessments that emphasize feedback promote a student-centred approach. students receive formative assessments during the course or semester to help them develop. formative evaluation includes feedback on essays, portfolios, presentations, and tasks (dixson & worrell, 2016). students should be active in selecting and constructing assessment assignments, raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 206 | vol. 7, no. 1, 2023 (203-216) discussing criteria, and selfor peer-assessing (abdigapbarova & zhiyenbayeva, 2022). selfassessment allows learners to evaluate their performance during and after learning (andrade & brown, 2016). self-assessment helps students take responsibility for their learning. student-centered in the kurikulum merdeka based on the permendikbud no. 3 tahun 2020 tentang standar nasional pendidikan tinggi, part four about the standard of learning process in from the article 11 paragraph 1, the characteristics of the learning process in kurikulum merdeka as referred to in article 10 paragraph (2) consists of interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and student-centered. the kurikulum merdeka is a policy of the minister of education and culture. its goal is to get students to learn different knowledge that will help them get jobs (qolbiyah, et al., 2022) then the kurikulum merdeka policy is implemented, it shifts the focus from a rigid, contentbased curriculum to a flexible, learning-outcomes-based curriculum. this helps prepare students to be independent adults. the kurikulum merdeka policy, collaboration and cooperation with partners or other parties are related to the scientific field of the study program and participation in supporting the desired learning outcomes. so, learning innovation must also teach students how to solve problems, think critically, work together, communicate, and care about others. this can be done through methods like problem-based learning and projectbased team learning (agung & kumala, 2022). learning in the kurikulum merdeka provides challenges and opportunities for the development of creativity, capacity, personality, and needs of students, as well as developing independence in seeking and finding knowledge through reality and dynamics fields such as ability requirements, real problems, social interaction, collaboration, self-management, performance demands, targets, and achievements (agung & kumala, 2022). material and method the main purpose of this research is to vocational high school efl teacher's understanding of student-centered learning assessment in the kurikulum merdeka. based on the research objectives, this research uses a case study approach with a qualitative method to answer the problem formulation in this study. the case raised aligns with this research because this case does not aim to generalize a population but rather to gain a more specific and indepth understanding of a case (hancock & algozzine, 2006). the present research used the data obtained from the interview as the primary data, followed by the triangulation. therefore, the data obtained from the interview will be associated with and analyzed based on the theory and findings of previous research. because this research uses the case study method, the researcher only acts as an observer or observer, and the researcher will not carry out or provide any intervention to the participants (creswell & creswell, 2017). this role is done to make it easier for researchers to create interpretations of vocational high school efl teacher's understanding of student-centered learning assessment in the kurikulum merdeka. this present study collected the data through a semi-structured interview, considered a more naturalistic data collection technique, so this data collection tool might help expand the scope of understanding of the phenomenon being investigated (alshenqeeti, 2014). in this case, researchers used a sole primary instrument that was reliable and had been tested for validity by orabah (2022) and patria (2015), in which the questions were considered sufficient to be used for answering the research problems. the semi-structured interview was used to obtain data about vocational high school efl teacher's understanding of student-centered learning assessment in the kurikulum merdeka. the interview session was conducted once on december 5, 2022, around 55 minutes. the medium for conducting the interview was faceto-face since the participants and researcher were in the same areas. the interview questions generally cover the following points: teachers’ understanding of student-centered learning assessment in general. the example of student-centered learning assessment used in problem-based learning by the teacher. teachers’ experience of using student-centred learning assessment in problem-based learning. the mentioned points above developed into raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 207 | vol. 7, no. 1, 2023 (203-216) three themes, three indicators and 12 specific questions. the researcher recorded the interview and wrote down some main points so that the data obtained is easier to analyze in the further steps. interviews will be used as the validation tools regarding teacher’s understanding, perceptions, opinions, knowledge, and behavior toward the student-centered learning assessment. in analyzing the interview data, the researcher used one of the inductive qualitative analyses, thematic analysis. the thematic analysis required the researcher to make sense of students' perceptions or opinions and highlight it before the researcher found their connection to the other research instrument. the interview data analysis begins with transcribing to make the analysis easier. in addition, the researcher will also code or categorize several themes that will frequently occur in the interview. then, the researcher reviewed those themes, followed by defining and giving their name for them to prevent confusion. results and discussion results this research aims to reveal vocational high school teacher’s understanding of students-centered learning assessment in implementing problem-based learning in the kurikulum merdeka. this present study revealed some findings through interviews. below is a description of the results obtained. implementing the kurikulum merdeka as indonesia's current curriculum leads teachers to construct a learning environment, including the assessment which focuses on students. specifically, the kurikulum merdeka emphasizes student-centered learning through the projector problem-based learning methods. therefore, teachers should evaluate students' competency through student-centered learning assessment. this present research revealed that the teacher already implemented the studentcentered learning assessment even though she did not initially realize and understand the student-centered learning assessment term. this finding was shown when the teacher claimed that the assignments she proposed for students were unrelated to the studentcentered learning assessment since she only focused on writing and speaking tasks. she asked for clarification regarding the student-centered learning assessment term. “i am not going there yet (student-centered learning assessment) because the assessment is still from written assignments or assessments from their speaking. what does a student-centered learning assessment form?” (source: interview). the teacher might not recognize student-centered learning assessment implementation in her class since it was her first-time teaching in the kurikulum merdeka. besides, while doing the teaching practicum in 2021, indonesia still used the former curriculum, kurikulum 13. thus, there was a curriculum change currently, and as a result, she still needed to learn and understand the difference between both curricula. furthermore, despite the unawareness of the teacher in implementing studentcentered learning assessment, she already assessed students following the theory of studentcentered learning assessment. the teacher explained that the student-centered learning assessment she assigned to her students in the class was in the form of writing (exposition text) and speaking (expressing opinion). “as an assessment, they wrote the exposition text. i gave them indicators for making the text, what should be included, and how many sentences they had to make in the exposition text. i am curious to know whether it is already a studentcentered learning assessment. for this semester, my goal is that they can write well, so the orientation of the assignments i give is writing. moreover, there is no practical exam on speaking yet, only for daily scores.” (source: interview) this finding indicates that the teacher implemented various student-centered learning assessments by assessing more than one language skill in english in her class: students’ writing and speaking skills. besides, the teacher had the knowledge related to the assessment rubric she applied in her class. in assessing students' writing, the teacher used the assessment writing rubric, a holistic assessment based on the book she learned while she was in undergraduate study and raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 208 | vol. 7, no. 1, 2023 (203-216) teaching practicum. in addition, she claimed that she set a lower standard in assessing students' writing since, in the kurikulum merdeka, there is no passing grade needed by students to fulfill. instead, the teacher and teacher community are the stakeholders in setting the passing grade. she added that she could not be an idealist in implementing studentcentered learning. thus, she should consult with the senior teacher regarding the passing grade. she recognized that setting a higher passing grade would make it difficult for students to complete. “however, i lowered the assessment standard because the kurikulum merdeka does not have a kkm. so, there is an agreement between the teacher community; for example, the passing grade for the eleventh grade is 78. in student-centered situations, i cannot be idealistic because a score of 80 is different from the student's ability, so i have to consult with senior teachers first.” (source: interview). this finding signifies that the teacher properly assessed student-centred learning assessment through their writing since the teacher had a rubric as the guidance to evaluate students’ work. moreover, the teacher believed it would be too ideal for reaching the learning objectives in the kurikulum merdeka, especially when she needed to be more familiar with the current curriculum. in addition, the teacher recognized that based on the student's competency in english, a student-centered learning assessment could not ensure students' success in fulfilling the learning objectives. “based on the student's condition, it would be too idealistic to achieve the output of the independent curriculum. there are many considerations from students; it is also rather difficult to assess to achieve learning objectives. moreover, because i am not yet familiar with the independent curriculum, it turns out that the implementation of the independent curriculum in a real situation is different.” (source: interview). this finding indicates that the student-centred learning assessment implementation in the class might not be the sole component to the student’s success in reaching the learning objectives. moreover, the teacher believed that it is important to understand the student-centred learning assessment in implementing problem-based learning in the kurikulum merdeka. she argued that student-centred learning assessment might encourage students’ active participation, understanding, and self-confidence in the learning process. “it is necessary to understand student-centered learning assessment, even though there are too many theories so it gets confusing. but actually, it's necessary because the student-centered learning assessment invites students to be more active, besides that they understand the learning material and also build their self-confidence” (source: interview). based on this finding, the teacher realized that student-centred learning assessment plays an important role in learning and is beneficial for students for several reasons. the findings revealed that student-centered learning assessment encourages students' active participation in the class. the teacher claimed that students tended to be more active in group assignments rather than individually. while in the group, students were talkative even though they used fluent english. however, in an individual task, students needed clarification and discussed it with their friends. therefore, the teacher preferred to assign students to work in a group. “the active role of students appears during group assignments, so they talk a lot and are active even though students are not fully able to use english fluently (south jakarta english) if the task is, individually, they are confused, in the end, they will discuss it again with friends.” (source: interview). based on the findings, it can be inferred that student-centred learning assessment might be effective in terms of group rather than individual since there was a difference in students’ responses. as a result, the teacher preferred to instruct the students to work in a group, although the assessment was still individual. the present study also denoted that the student-centred learning assessment led students to establish their learning independently. in general, the teacher allowed students to create their learning freely but with a particular limitation determined by herself. “in the exposition chapter, i gave students five specific topics (smoking, bullying, school, social media, and playing games), and they were free to choose any topic as long as it did not come out of the five topics. i am afraid they will get confused because they still need clarification even if they try these five topics.” (source: interview). raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 209 | vol. 7, no. 1, 2023 (203-216) the finding inferred that the teacher understood the student-centred learning assessment emphasized students’ active participation in learning rather than the teachers. therefore, giving students five themes in writing exposition texts might encourage students to be creative. in addition, student-centred learning assessment also stimulates students to be creative and responsible for their learning. the teacher asserted that she gave punishment for every late submission and every indication of plagiarism by giving a minus score. therefore, the students tended to submit the assignment on time and create original works. “studentcentred learning assessment demands students to be responsible with their work. i threatened them that i would reduce their score if they submitted assignments late. i found students who plagiarized, i told them to make a new exposition and think about what punishment they deserved for learning the language; then the students decided to make sentences in english” (source: interview). the finding indicated that student-centered learning assessment affects students’ behavior in which they become aware of the responsibility in their learning by submitting on time. in addition, the students were aware of creating original work by avoiding plagiarism. additionally, student-centered learning assessment stimulated students to think and analyze. the teacher argued that writing exposition text triggered students to think and analyze based on one of the five topics they had chosen. students needed to think about creating coherence and cohesion exposition text. besides, students also needed to analyze and revise their work or their peers' work. “student-centered learning assessment encourages students to think and analyze. especially in the exposition chapter. the students were asked to make exposition texts according to the five topics provided, then they were given revisions and evaluated by their friends.” (source: interview) this finding indicated that the teacher stimulated students' thinking and analyzing skills through studentcentered learning assessment. a better assessment score can be achieved by creating excellent exposition text under the text's coherence and cohesion, followed by analyzing and evaluating the other students' work. on the other hand, although the student-centered learning assessment has many positive impacts, it does not encourage students to solve authentic problems. this fact was revealed since the teacher did not involve a department-related problem in their learning. “student-centered learning assessment did not encourage students to solve the exact problem; since students did not discuss the problem more profoundly in writing exposition text about social media. they only understood the problem and why the problem became a concern.” (source: interview). this finding might become an obstacle to student-centered learning assessment implementation. the teacher had difficulty providing authentic problems related to the student’s department. in general, this present study revealed that in student-centered learning assessment, the teacher did not compare each student to one another. the teacher agreed that she observed her students and looked at their progress instead of their final result. in addition, the teacher avoided comparing students with their peers, and she preferred to compare one student's progress from the beginning until the end. “i see their progress every day. for example, student a, usually when doing mediocre assignments, why does it suddenly turn out to be good? uh, it turns out he is cheating. so, compare it to the ability of student a who used to be with the current one—not comparing the ability of student a with other students.” (source: interview) this finding inferred that the teacher knew student-centered learning assessment implementation in problem-based learning. it is not necessary to compare students with others in student-centered learning assessment. instead, the teacher needs to compare each student's individual progress to observe whether the student has improved in their previous learning. based on the findings, it can be concluded that the teacher understands the concept, benefits and obstacles of student-centered learning assessment in problem-based learning in the kurikulum merdeka. raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 210 | vol. 7, no. 1, 2023 (203-216) discussion in general, most of the findings were in line with the theoretical foundation by jonassen (2000) and other related research on student-centered learning assessment in problem-based learning. the research findings showed that the teacher understood the concept, advantages, and obstacles of student-centered learning assessment. teacher’s understanding of scla concept servant-miklos et al. (2019) and jonnasen and hung (2015) believe that the teachinglearning process in problembased learning should be emphasized to students. the teacher should reduce the lecturers' sessions and focus on encouraging students as the center of learning. since the learning process relies on students' active participation, the teacher should consider using student-centered learning assessment to evaluate her students' performance in learning english. this present study agreed with the previous related study since the teacher used student-centered learning assessment in problem-based learning. however, not all teachers understand how to evaluate students through studentcentered learning assessment. the previous research by emenyeonu (2012) revealed that teachers have different definitions of student-centered learning assessment. in addition, it is considered necessary to explore teachers' beliefs and behavior regarding student-centered learning assessment. on the other hand, based on the research findings, it can be drawn that the teacher already implemented student-centered learning assessment to evaluate her students' although the teacher asked for clarification regarding the terms of student-centered assessment. she felt unfamiliar with the term, especially since it was her first-time teaching with the kurikulum merdeka, which relies on a student-centered approach. abdigapbarova and zhiyenbayeva (2022) argued that student-centered learning assessment has many defining traits, such as individualized, focused learning and progress and being able to engage students in regulating their learning. this present study was in line with the previous study. in problem-based learning, the teacher used student-centered learning assessment through writing exposition text and evaluating students' speaking skills by instructing them to provide opinions on discussed issues. by assessing students through writing exposition text, students can focus on creating the text individually, while the teacher can also assess students' competence individually without comparing them to other students. additionally, learning in the kurikulum 8 merdeka provides challenges and opportunities for the development of creativity, capacity, personality, and needs of students, as well as developing independence in seeking and finding knowledge through reality and dynamics fields such as ability requirements, real problems, social interaction, collaboration, selfmanagement, performance demands, targets, and achievements. besides, research by weimer (2002a, b) discovered that in student-centered, the teacher should balance the grading and learning through evaluation and involves pupils more in learning and assessment. furthermore, the teacher in this research showed her understanding of studentcentered learning assessment in which she assessed each student differently. thus, the teacher did not compare students' english competence to the others, but she compared students' progress. in addition, student-centered learning assessment seems more logical and reasonable. different students possess different competence in learning english; thus, student-centered learning assessment allows the teacher to assess students' competency in detail without comparing them to other students. student-centered learning assessment respects students with low, medium, and high english proficiency. this finding was in line with the study by dong et al. (2019), who argues that student-centered learning assessment focuses on growth and learning and mirrors modern notions of formative assessment in that it is a learning moment, not merely grading, ranking, or sorting (dong et al., 2019). thus, when the teachers evaluate students through a student-centered learning assessment, it does not push students to achieve great scores compared with their peers but encourages them to focus on understanding their learning. overall, the teacher in this present study understood the concept of student-centered learning assessment and how to implement it in problem-based learning in the kurikulum merdeka. the teacher used scla to assess students' writing and speaking skills through raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 211 | vol. 7, no. 1, 2023 (203-216) exposition text and opinion chapters. the teacher looked at students' competence individually instead of comparing it with other students. teacher’s understanding of scla advantages this study's finding denoted that teacher understood the advantages of studentcentered learning assessment. the teacher also agreed that teachers must understand the concept of student-centered learning assessment, specifically for those who implement problem-based learning in the kurikulum merdeka since scla benefits teachers and students. additionally, the concept in the kurikulum merdeka relies on simplifying teachers' teaching activities as the learning method is focused on students. the teacher claimed that student-centered learning assessment promotes students to engage actively during the learning process. the teacher revealed that students were more engaged in the group rather than individual assignments. however, still, the teacher assessed students' competence individually even though students were discussing in a group. this finding was in line with the previous research from dong et al. (2019), who discovered that differentiating learning objectives, tasks, and activities, providing focused feedback on students' understanding (alone or in groups), and altering teaching and learning procedures as necessary are all part of scla. thus, it does not matter whether the assignment is done individually or in a group. however, in the studentcentered learning assessment, the teacher must evaluate students' understanding individually to provide a reliable and valid assessment of the students. in addition, student-centered learning assessment helps students to understand the material since scla aims to investigate students' comprehension individually. studentcentered learning assessments also encourage students to be confident about their work without comparing it to others, especially when students can learn independently with the teacher as the guide to revise or correct their work. this finding was in line with the concept in the kurikulum merdeka and problem-based learning in which the learning activities should emphasize the students' active participation. learning in the kurikulum merdeka offers students opportunities and challenges to develop their creativity, capacity, personalities, and needs as well as independence in seeking and finding knowledge through reality and dynamics fields including ability requirements, real-world issues, social interaction, teamwork, self-management, performance demands, targets, and accomplishments (agung & kumala, 2022). moreover, the teacher assessed students’ creativity by asking students about daily problems that are considered related to the student's life. this finding is supported by jonassen's (2000) theory which indicates that students-centered learning assessment initiates by proposing central questions to students. it is expected that the problem raised by the teacher will generate a need for a certain set of information and activities, and the students learn by responding to that question. this study's findings also showed that the teacher used student-centered learning assessment to promote students' creativity and responsibility. during the learning, students were required to provide original thoughts on their work by avoiding plagiarism. this finding was supported by the research of vadivel et al. (2021), who believe that student-centered learning assessment relies on active rather than passive learning; thus, students are expected to be responsible and accountable. however, it may be better for the teacher to learn more about student-centered learning assessment. the teacher should establish other kinds of student-centered learning assessments. in this study, during the teachinglearning process, the teacher only used writing exposition text and expressing the opinion as the student-centered learning assessment since she believed those two learning chapters could benefit students' future needs. the assessment proposed by the teacher in this present study was in line with the research by dixson and worrel 9 (2016), who claims that formative assessment aims to promote a student-centered approach and it includes essays (writing exposition) and presentation (giving opinion in this current study). nevertheless, still, the teacher might use other types of formative assessment. therefore, the teacher may be better if she also teaches raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 212 | vol. 7, no. 1, 2023 (203-216) and assesses students' problem-solving, critical thinking, teamwork, communication, and empathy. teacher’s understanding of scla obstacles the findings in this present study indicated the similarity with a study by dixson and worrel (2016), who stated that in student-centered learning assessment, the evaluation includes feedback on essays, portfolios, presentations, and tasks. however, the teacher found barriers to implementing student-centered learning assessment. considering most of the students with low and medium proficiency in english, the teacher decided to limit the discussed topic in the exposition text to avoid misunderstanding among students. this finding is quite contradicted by the research of rahman et al. (2021), who believe that in student-centered learning assessment, students may decide not just what to study but also why and how a particular topic is intriguing. based on the finding and the previous research, the teacher may reconsider allowing students to choose a suitable topic for writing exposition text since when students write on the topic they are interested in, it may encourage students' motivation in learning. on the other hand, this study found that the teacher should have included students in deciding on learning assessments. instead, the teacher determines the learning assessment by the agreement among the english teacher community. this finding is irrelevant to a study (abdigapbarova & zhiyenbayeva, 2022) which argues that students are expected to take an active role in selecting and constructing assessment assignments, discussing criteria, and either selfor peer-evaluating their performance. in this study, the teacher revealed that she did not ask students to do self-assessments or peer-evaluating since the students could not do so. the students needed to gain knowledge in revising their peers even though they still needed feedback on their work from the teacher. in contrast, research by andrade and brown (2016) discovered that through self-assessment, learners could evaluate their performance both during and after the learning process. students can better accept responsibility for their education when they engage in self-evaluation. when the teacher in this present study does not provide students to do self-assessment, it may disallow the opportunity for the students to understand what they have learned and did not understand during the learning. thus, selfassessment or peer evaluation is necessary so students can learn to evaluate the learning process, as stated by dong et al. (2019), who believe that self-regulated learning through student-centered learning assessment is crucial for 21st-century education and professional success. students can learn material and gain self-control skills by using self-assessment, peer evaluation, and portfolios. moreover, agung and kumala (2022) stated that the kurikulum merdeka curriculum offers opportunities and challenges for students to develop their creativity, capacity, personalities, needs, and independence in seeking and acquiring knowledge through reality and dynamic fields, including real problems. however, the present research findings showed contradictory facts that even though the teacher understood the concept and advantages of student-centered learning assessment, it took much work to ensure students' success in achieving the learning objectives through scla. the teacher felt it was challenging to include real-world problems related to students majoring in. to sum up, the teacher experienced barriers in implementing student-centered learning assessment since she felt it was too ideal to be applied in the current situation, with most students having low to medium english proficiency. conclusion this present study aims to discover the vocational high school teacher’s understanding of student-centered learning assessment in implementing problem-based learning in the kurikulum merdeka and investigate the suitability of vocational high school teachers' understanding with the theory of student-centered learning assessment in problem-based learning in the kurikulum merdeka. the present research partially met the research objective through the triangulation of some shreds of evidence through interview data with the previous raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 213 | vol. 7, no. 1, 2023 (203-216) related study and relevant theory from jonassen (2000) and previous related research. in indonesia, problem-based learning has become a new way of teaching concerning the kurikulum merdeka; it may take some teachers time to grow accustomed to it, explicitly when implementing student-centred learning assessments to evaluate students’ performance in english. overall, the teacher had a fair understanding of the concept, advantages, and obstacles of student-centred learning assessment. nevertheless, the teacher still needed to learn more about student-centred learning assessment. this study shows that even though, in the beginning, the teacher needed clarification about the term studentcentred learning assessment, she had already implemented it in the class despite the difficulties faced by the teacher in assessing students. in conclusion, although not all of the research findings were relevant to the previous study and the theory, the teacher reasonably implemented the student-centred learning assessment while still needs to be improved in the future teachinglearning process. acknowledgements thanks to all parties involved in this study including the proofreaders and the participants. references abdigapbarova, u., & zhiyenbayeva, n. 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jenkins, 2006; kusumaningputri & widodo, 2018; liu & fang, 2017; seidlhofer, 2001). one primary account making a convincing case as regards the status shift of english language as mentioned in prior is that the users of english nowadays encompass all the world citizens, whereby they are split into three circles, on the basis of the countries they are originally derived from, as depicted by kachru (1990) in his world english’s model. the three circles are comprised of inner, outer, and expanding circle countries. the inner circle countries are those whose people socio-functionally use english as their first language for instance uk, usa, australia, and etc. the outer circle countries represent those whose people socio-functionally use english as their official second language, and amid them are singapore, india, malaysia, and so on. the expanding circle countries refer to those whose people sociofunctionally use english as their foreign language, and the countries in this category are such as china, indonesia, japan, and etc. accordingly, the standpoint claiming that english is the language of mere its native speakers will not do justice to the nature of english in situ any longer. english in its origin nowadays certainly becomes the world people’s language which is socio-functionally used differently. these world people are derived from a variety of cultures that underpin their worldviews respectively, so they are multicultural by nature (byram, 1997; byram, gribkova, & starkey, 2002). hence, to a broader view, when the world people use english as a medium of international communication, the nature of their multiculturality will lead to the presence of intercultural nuance in their communication. in other words, internationally, english will be used within an intercultural dimension (byram et al., 2002; fang, 2017; kramsch, 1998; kramsch, 1993). grounded in the context of indonesian citizens, the issue with respect to intercultural, or in the other term, cross-cultural communication is also substantive on account of the multicultural nature of indonesian citizens. as one of the large archipelagic countries in the world, indonesia is dwelled by about 250 citizens who originally come from a wide range of diverse cultures (sukyadi, 2015). the nature of multiculturality possessed by indonesian people as such even leads to a comparable intercultural use between english language as the international medium of communication and indonesian language as the rully morgana: indonesian efl teacher’s ideologies of lingua culture|17 national one when the two languages are used by indonesian people (hamied, 2012). interculturality becomes the key of their communicative framework for the use of both english and indonesian language, and hamied (2012) adds that this paradigm vis-a-vis intercultural communication should be the basis in running and developing an appropriate english education for indonesian students. anchored in the nuance of multiculturality and interculturality appertaining to the english use amid indonesian people, english which by law is legitimated as the first foreign language in indonesia has sociofunctionally been growing to be an additional language. one of the factors influencing such growth is technological advancement (lauder, 2008). the increasing use of english has become a part of the nature found in today’s indonesian generation, and this condition happens in a harmony and does not replace or have a negative impact on the increase of the national indonesian language. such increase of english use attests to the importance of interculturality playing a role as the communicative framework inasmuch as the vast and huge amount of english communication taking place through the use of technological-based media leads to a high frequency of encounter with multicultural people from different countries. there were three major issues having been portrayed thus far. they refer to english as the world lingua franca in situ, english per se as an additional language pertinent to its social function shift in indonesia, and de facto multiculturality as the fundamental nature of indonesian people. the three issues respectively meet one important point corresponding to interculturality as the english communicative framework. hence, if grounded in the essence of how english pedagogy should be systemized in indonesia, it seems really ideal to exert an intercultural communicative framework as the basis of english as a foreign language (hereafter as efl) learning. a lot of scientific works have been proposed by a range of related experts in dealing with the notion of interculturality in efl learning. some of them study the realm of intercultural communication (byram, 1986, 1997; byram et al., 2002; deardorff, 2006, 2009; fang, 2017; hua, 2013; leggett, 2014; lidya, 2016; liu & fang, 2017), and others study the area of intercultural language learning (crozet & liddicoat, 1999; fitzgerald, 1999; liddicoat, papademetre, scarino, & kohler, 2003; scarino & liddicoat, 2009). given the interculturality as the communicative framework in efl learning, there are two interrelated domains lying to be the initial 18 | english franca, vol. 3, no. 1, 2019 sources of the efl learning enactment. they are language and culture (hereafter as lingua-culture). language represents english per se, and culture belongs to the framework in respect of how english is used. it is necessary for english teachers to comprehend in appropriate details about the proper concept of lingua-culture in efl learning since exerting an inappropriate conceptualization or ideology associated with linguaculture in efl learning potentially ends up with conflicting and results in meaningless learning. in order to capably create meaningful efl learning, english teachers are required to discern some conflicting debates between the essentialist versus non-essentialist ideology, or in other terms, the modernist versus postmodernist perspective whose standpoints are derived from the different ways of viewing linguaculture in efl learning (see the literature review section for the appropriate details corresponding to lingua-culture in efl learning). once english teachers understand the two opposite ideologies of efl learning and avail themselves of selecting the appropriate choice convenient for the context of indonesia, they will pave the way for an ideal preparation of meaningful as well as successful efl learning that fits the needs and nature of indonesian students. based on the given brief account concerning with the ideologies leading to the different views of lingua-culture in efl learning, this study works on bringing the issue, lingua-culture, into the context of efl learning in indonesia by means of probing into the indonesian efl teachers’ related ideologies. to reach meticulous investigations, this study garners the intended information by assigning the following research questions: how do indonesian english teachers interpret lingua-culture in efl learning? how do they depict their lingua-culture related ideologies in the implementation of efl learning? in the last section, the author provides a critical implication with grounding the garnered information pertinent to lingua-culture ideologies held by the indonesian efl teachers to the three existing natures which are comprised of the status of english as the world lingua franca, the growing social function of english as an additional language in indonesia, and the nature of multiculturality had by indonesian students. the provided critical implication will promote and persuade the sustainability of the lingua-culture related ideology that conforms to the aforementioned three natures. rully morgana: indonesian efl teacher’s ideologies of lingua culture|19 theoritical framework this section casts light on a number of salient premises which account for a quantity of important features addressed in this study. those features fall into a couple of constituents which entail culture, language and how it relates to culture, learning and how it relates to culture, and lingua-culture paradigmatic views in efl learning. culture to be simply defined, culture is discerned like an ice berg wherein the smaller part can be seen, but the wider part is unseen. the portion of culture which is seen is generally aligned with some physical objects such as the remained legacies from the ancients. hence, the inherited products found amid people living a certain community are valuably seen as a part of culture (peck, 1998). in the meantime, the portion of culture which is unseen inclines to be more challenging to be understood in the light of its complexities. this unseen portion is depicted as the patterned behavior that is systematic as well as prevailing in a certain social community. the construction and development of such patterned behavior do justice to the conventions or the way people in a certain community live their lives and share otherness. in a deeper interpretation, that sort of pattered behavior begins to emerge and develop from the familial cirlcle, and it sets people to manage to deal with the social conventions which exist (larson & smalley, 1972; trivonovitch, 1980). if discerned meticulously vis-avishow it works, this patterned behavior encompasses a range of aspects extending to perceptions, thoughts, beliefs, institution, conventions, rituals, and the ways of living (chastain, 1988; kramsch, 1993; lado, 1957; liddicoat et al., 2003; peck, 1998; scarino & liddicoat, 2009; trivonovitch, 1980). language and how it relates to culture before getting into how language relates to culture, it is of paramount importance to firstly address the shift of perspectives in defining language. the old paradigmatic view simply defines language as the codes that are arbitrary but systematic in use as well as play a role as the tool of communication. on the one hand, such definition is correct, but on the other hand, if anchored in the exact sense of language use in a real communication, such definition does not sound sufficient to draw on what language basically is in the context of communication (liddicoat et al., 2003). in respect of the aforementioned language definition, a 20 | english franca, vol. 3, no. 1, 2019 criticism comes to the sense of arbitrariness. the generalization of arbitrariness cannot cover the whole users of a language since it is very frequently encountered that one language is used by people originally derived from various socio-cultural communities. they will use that language arbitrarily merely based on the conventions prevailing in their own social community, whereas such conventions probably and most often differ from those of other social communities that also use that language. to sum up, the nuance of arbitrariness in a language use is not incorrect by nature but cannot make a convincing case for being overgeneralized to represent how language is used amid all the users. the presence of diverse cultural values owned by the users of a particular language leads to a conception that the arbitrariness of a language per se is motivated in use (halliday, 1978). mulling over the growing definition of language per se, the most current definition of language explains that language is depicted as a social semiotic that people use to express, make, and interpret meanings (halliday, 1978; liddicoat et al., 2003; scarino & liddicoat, 2009). most of the academicians working with linguistics agree with conceptualizing language in such a way. grounded in this definition, it is also vividly seen a natural relationship between language and culture. it seems obviously unique that the processes which occur while the language users are expressing, making, and interpreting meanings through language in an ongoing interaction run within the framework of culture inasmuch as the language users’ cultural values and paradigms drive them when doing those processes (scarino & liddicoat, 2009). when an interaction takes place, the meanings respectively shared by both the speaker and interlocutor represent their thoughts, concepts, or perceptions which principally signify their cultural values (wardhaugh, 2006). therefore, culture always has an impact on the interactions between the language users (elmes, 2013), and technically language mediates the interactions that are naturally cultural in situ(assemi, saleh, asayeshh, & janfaza, 2012). furthermore, kaplan (1966); and wierzbicka (1986) accentuate that the encountered phenomena as regards the use of language in both spoken and written discourses are always relatively interwoven to the issues associated with culture and society. to sum up, the relationship between language and culture has been clearly identified wherein the use of a language is always framed by culture, and language itself plays a role as the mediator of culture since culture is expressed through language in an interaction. rully morgana: indonesian efl teacher’s ideologies of lingua culture|21 learning and how it relates to culture before getting into viewing how learning and culture are related, it is also considered necessary to initially address the growing perspectives accounting for the nature of learning. as generally existing in the literature discussing about the learning theories, the nature of learning has been initiated to be explored since 1940s in that the popular learning theory at that time is known by behaviorism. this theory portrays that learning occurs in the orientations towards stimulus, response, and reinforcement. notwithstanding, this theory does not seem sufficient to cover the complexities when a learning process takes place. the behaviorism theory is further criticized by the academicians adhering to the cognitivist theory in that the criticism emphasizes that merely controlling the observable behaviors will not give much help to understand what learning actually is. fundamentally, there are a number of mental activities that happen within someone’s mind insofar as learning goes on. the cognitivist theory postulates that the essence of learning per se fundamentally aligns with someone’s mental processes that deal with absorbing, recognizing, and constructing knowledge by utilizing his/her prior knowledge. thus, learning is the cognitive processes of knowledge construction. however, the cognitivist theory merely views the occurrence of learning on the one hand, or only in the realm of mental processes. such view still seems inadequate to capably generalize the exact occurrence of learning inasmuch as when a learning process takes place, there is a nuance of interaction established by an individual with others as well as the surrounding objects. accordingly, a socio-cultural view of learning emerges to help elaborate how a learning process obviously occurs. in accordance with liddicoat et al. (2003), learning is identified as the processes of constructing knowledge or insights and making meaning that someone executes wherein the processes fall into the following categories: the cognitive processes of knowledge construction so-called intra-individual processes and the socio-cultural processes of knowledge construction so-called inter-individual processes. the former draws on a condition in which learning is undertaken by mentally reorganizing, restructuring, and interpreting information. someone will understand a set of new information by doing the aforementioned three processes along with mapping the new information into his/her existing prior knowledge. he/she in this sense will further acquire his/her own novel conception. the latter highlights 22 | english franca, vol. 3, no. 1, 2019 that the processes of constructing knowledge while learning takes place, besides occurring within someone’s mental processes, are also conditioned on the basis of the social contexts which prevail. the social contexts in this sense cover the presence of other people contributing to give input through interactions such as teachers or other students and also the existence of the surrounding objects which at some point also serve as the input such as books, learning materials, and learning media. furthermore, to a broader view, social contexts also subsume the cultural, historical, and institutional setting. to sum up, intraindividually, learning copes with cognitive knowledge construction, and inter-individually, learning deals with social interactions with people and the surrounding objects. the abovementioned socio-cultural learning concept as explained by liddicoat et al. (2003) basically starts out from the original notion derived from vygotsky (1978). other relevant views in connection with socio-cultural learning theory can also be discerned from the notions proposed by ellis (2000) and turuk (2008). let us now scrutinize how learning relates to culture. within the learning processes as conceptualized in the socio-cultural theory, one of them is the sense of interactions established with the surrounding people and objects. the interactions themselves are fundamentally always cultural since the mediator the interactions is language. the objects mediated by a language within an ongoing interaction cover the speakers’ perceptions, thoughts, ideas, concepts, opinions, and etc. by nature, all of those objects are cultural inasmuch as they are all constructed and developed on the basis of the cultural values and paradigms. lingua-culture in efl learning the opposing lingua-culture based ideologies, essentialist and nonessentialist, have been discussed by kramsch (2013) in her review about the existing creeds vis-a-vis efl learning. in her review, she refers the essentialist ideology to a modernist perspective and the nonessentialist ideology to a postmodernist perspective. her review is initiated by the modernist perspective whereby culture is called a big c as the term referring to the products of literacy such as literature and arts commonly found in schools, and small c as the term referring to english native speakers’ ways of living. the small c culture aligns with the popularity of communicative competence theory (canale & swain, 1980; hymes, 1972) and the application of communicative language teaching method. here, once english is taught to students, the continuity rully morgana: indonesian efl teacher’s ideologies of lingua culture|23 of the learning process will be based on one language (english) and one culture (english native speakers’ culture). this view makes students acquire english native speakers’ culture by exposure and immersion, and it sets the goal of efl learning to the mastery of native-like english competences. subsequently, alongside the emergence of the 21st century, there arises a new way of seeing lingua-culture in efl learning. it is signified by the presence of the postmodernist perspective that defines culture as discourse and identity. as discourse, culture is defined as a social semiotic construction that is made during on-going communication. it portrays the process of striving for the third cultural position undertaken by two persons having different cultures who communicate with each other using english. in turn, as identity, culture is seen as the blueprint owned by the english users whereby the blueprint itself is brought from their familial and social communities. today, a lot of efl educators agree with viewing culture under the postmodernist perspective by virtue of the following considerations: first, teaching english native speakers’ culture by exposure and immersion is inaccessible (crozet & liddicoat, 1999; fitzgerald, 1999; kramsch, 1993). second, targeting english native-like competences is not achievable since there has never been found any scientific finding supporting the presence of native-like english competences from both the second and foreign language learners (byram et al., 2002). in turn, third, underlying efl learning merely on the basis of english native speakers’ culture does not help students increase their critical cultural awareness so that they do not possess a shield to cope with stereotype conflicts while communicating using english with people coming from different countries and having diverse cultures (barrett, byram, lázár, gaillard, & philippou, 2014; byram, 1986; kramsch, 1993; liddicoat et al., 2003; newton, yates, shearn, & nowitzki, 2010). instead of translating the notion of lingua-culture in efl learning into one language and one culture as depicted in the modernist perspective, the postmodernist perspective interprets lingua-culture into one language (english) and multiple or various cultures owned by the english users. anchored in the postmodernist perspective as such, a lot of theoretical shifts associated with efl learning take place. they are such as the shifts from native-like english linguistic competence to intelligible and comprehensible linguistic competence (jenkins, 2000, 2006, kirkpatrick, 2008, 2010, 2011; seidlhofer, 2005), from communicative competence theory (canale & swain, 1980; hymes, 1972) to intercultural communicative competence theory (byram, 1997; 24 | english franca, vol. 3, no. 1, 2019 byram et al., 2002; byram & parmenter, 2012), and from communicative language teaching method to intercultural language teaching method (liddicoat et al., 2003; scarino & liddicoat, 2009). research methodhology research design an instrumental case study with assigning interviews was utilized to garner the data in association with the interpretation and depiction of the lingua-culture in efl learning from the indonesian english teachers’ ideologies. the rationale behind the qualitative application of an instrumental case study was because this study purposefully probed into the expected data in order to gain the depth and particular qualities of the data rather than merely reporting a narrow generalization of the data. 10 english teachers having been taking their graduate study majoring in english education were purposively engaged as the participants. some prevailing criteria beyond their involvement in this study extended to that firstly they were adequately experienced and knowledgeable appertaining to the primary issues that this study addressed; secondly they were accessible for the processes of interview; and thirdly they were voluntarily willing to join this study. this study used an interview to solicit the details of the expected data. an interview protocol was utilized to save the list of the assigned important questions. in order to reveal the data pertinent to the indonesian english teachers’ interpretation of lingua-culture, the interview questions were oriented towards asking about the way lingua-culture in efl learning was interpreted and the reasons beyond teaching under the interpreted lingua-culture. furthermore, in order to obtain the data corresponding to the depiction of indonesian english teachers’ lingua-culture ideologies in the implementation of efl learning, the interview questions were oriented towards asking about the means of setting the efl learning goal, organizing the efl learning input, setting the communicative principle of efl learning, and teaching culture from the set communicative principle. the data garnered from interview were analyzed by exerting miles, huberman, & saldana's (2014) interactive model of data analysis. in regard to the employed model, this study carried out four steps of data analysis whose processes referred to data collection, data condensation, data display, and conclusion drawing. as previously rully morgana: indonesian efl teacher’s ideologies of lingua culture|25 illustrated, the data collection relied on interviews. in turn, the garnered data were coded on the basis of the major themes with respect to the formulated research questions, and some meaningful sub-themes were also taken to represent the details of the findings. the condensed data were subsequently displayed through some conceptual charts, some quoted interview transcripts, and the related discussions that follow. those processes were undertaken several times until the data credibility was appropriately reached. once the data had been considered credible, the conclusion was then properly drawn. findings and discussions this section presents the findings whose details are anchored in the following two issues: 1) the indonesian english teachers’ interpretation of lingua-culture in efl learning, and 2) the depiction of their lingua-culture related ideologies in the implementation of efl learning. the data in connection with each issue are displayed into conceptual charts, quoted interview transcripts, and some illustrative explanations corresponding to the displayed transcripts. the given transcripts have been properly and carefully selected to represent any similar information shared by other participants. this selection is considered necessary in order to conform to the limited space. indonesian english teachers’ interpretation of lingua-culture in efl learning the data appertaining to the indonesian english teachers’ interpretation of lingua-culture in efl learning emerged in two different views. they represented an essentialist ideology and a nonessentialist ideology. as revealed, of 10 teachers, 8 teachers held the essentialist ideology by orienting their lingua-culture interpretation to one language (english) that aligned with one culture (english native speakers’ culture), and 2 teachers came up with the non-essentialist ideology with the oriented lingua-culture interpretation regarding one language (english) conforming to multiple cultures. the following conceptual chart indicates the opposing interpretations of linguaculture. 26 | english franca, vol. 3, no. 1, 2019 fig.1. the conceptual chart of lingua-culture interpretation essentialist ideology teaching english with english native speakers’ culture on the basis of the above chart, the following transcript of an interview with teacher 4 is selected to represent the lingua-culture interpretation had by all teachers adhering to the essentialist ideology. interviewer : how do you interpret lingua-culture in efl learning? teacher 4 : in my perspective, the essence of lingua-culture in efl learning refers to teaching english language together with teaching english native speakers’ culture. for example, when i was teaching english communication in the marketplace, i would also include the nuance of teaching some common conventions of selling or buying things as english native speakers do. teacher 4 in the above transcript illustrated her lingua-culture interpretation by representing the teaching of english language as well as english native speakers’ culture at once. it was indicated by the shared example while she was teaching english communication in the marketplace. there was found one reason underlying the teachers’ essentialist ideology regarding lingua-culture in efl learning. it was to promote students to reach native-like competence. the following selected transcript of an interview with teacher 6 represents that reason. rully morgana: indonesian efl teacher’s ideologies of lingua culture|27 interviewer : why do you teach english native speakers’ culture only in efl learning? teacher 6 : i teach english native speakers’ culture only to students because i really expect that my students will master english with native-like competence. knowing english vocabularies, grammar and pronunciation only will not be enough for students to reach the level of native-like competence. corresponding to the above transcript, teacher 6 believed that the native-like english competence could not sufficiently be acquired by students if they were only faced with the learning of a mere linguistic competence. she believed that students also needed to have adequate efficacy regarding the use of linguistic-competence within the english native speakers’ cultural framework. thus, she came up with the importance of teaching english native speakers’ culture alongside their linguistic competence. non-essentialist ideology teaching english with multiple cultures anchored in the chart, the transcript of an interview with teacher 3 bellow is sorted to represent the lingua-culture interpretation had by all teachers holding the non-essentialist ideology. interviewer : how do you interpret lingua-culture in efl learning? teacher 3 : i think lingua-culture in efl learning is indicated by teaching various cultures including ones belonging to students and ones beyond the english language itself. we need such concept because our students as nonnative english speakers will use english under their cultural framework. even we, as their teachers, do the same way when using english. thus, incorporating students’ cultures and ones beyond english language itself is important in efl learning. teacher 3 stressed her non-essentialist ideology on the linguaculture interpretation that extended to the teaching of english language and multiple cultures. she defined the notion of multiple cultures with the presence of cultures underlying the english language itself and the cultures owned by her students. she believed in the nature that non28 | english franca, vol. 3, no. 1, 2019 native english users, like her students and also including herself as the teacher, used english on the basis of their own cultures. the nonessentialist ideology that teacher 3 took actually had several interrelated reasons. the following transcript indicates those reasons. interviewer : why do you teach such multiple cultures in efl learning? teacher 3 : i teach both the cultures belonging to the students’ environment and ones incorporated into the english language itself because i don’t expect that students will have to lose or replace their own cultural identity when they are using english. i realize that such replacement has an impact on their psycho-social development. i also comprehend that one of the processes of knowledge or language acquisition needs to be mediated by the learners’ own cultural framework so that they can be easier to acquire that knowledge or language. therefore, teaching both the first and the second culture is important in efl learning. as portrayed in the above transcript, there were two reasons manifested beyond teaching english with multiple cultures. they referred to preserving students’ own cultural identity from the foreign culture replacement and facilitating students to acquire english language more easily with using the students’ own culture as the mediator of second language acquisition. teacher 3 believed that the use of pure english native speakers’ cultures as the mediator of english language acquisition would impede the success of acquisition since students were not familiar with the given cultural nuance. the depiction of indonesian english teachers’ lingua-culture related ideologies in the implementation of efl learning from the two diverging lingua-culture ideologies held by the 10 teachers, the further data addressed about the depiction of those ideologies in the implementation of efl learning. the following conceptual chart briefly illustrates that depiction. rully morgana: indonesian efl teacher’s ideologies of lingua culture|29 fig.2. the conceptual chart of the lingua-culture depiction in efl learning essentialist ideology native-like english users as the goal anchored in the essentialist ideology, the 8 teachers agreed with targeting the mastery of native-like english competences, or becoming native-like english users, as the goal in efl learning. the following transcript of an interview with teacher 1 is selected to represent this view. interviewer : how do you set the goal of efl learning beyond your lingua-culture related ideology? teacher 1 : concerning with the goal of efl learning, i think, the most appropriate goal to be set is the mastery of english native speakers’ competence such as the english competence had by american or british people. teacher 1 considered that the most ideal goal of efl learning should be to facilitate students to master the native-like english competences, or in other words, to be native-like english users. she exemplified the intended competences to the use of english varieties owned by american or british people. using authentic materials produced by english native speakers the other important information shared by the teachers adhering to the essentialist ideology referred to the use of authentic materials in efl learning. however, the authentic materials in their standpoint were only delimited to those thoroughly made by english native speakers. such information is manifested in the following selected transcript of an interview with teacher 5. 30 | english franca, vol. 3, no. 1, 2019 interviewer : how do you organize the efl learning input beyond your lingua-culture related ideology? teacher 5 : the input that i organize to be served to students is authentic english materials. these materials are ones made by english native speakers. for example, english native speakers’ audio or video for the listening materials and texts written by english native speakers for the reading materials. as shown in the above transcript, the materials, including the audio or video as well as the written texts produced by english native speakers, were considered the most appropriate types of the materials required to be prepared and given in efl learning. this way aligned with the previously stated objective of efl learning stressed on the mastery of english native speakers’ competences. communicative competence as the communicative framework in order to lead students to capably use english like native speakers, the teachers with their essentialist ideology exerted communicative competence theory as the fundamental communicative framework to be nuanced in efl learning. the following selected transcript of an interview with teacher 2 addresses this notion. interviewer : how do you set the communicative principle in efl learning beyond your set of lingua-culture related ideology? teacher 2 : i adopt communicative competence theory as the primary principle of english communication that i assign to my students. for some details, this competence comprises 4 influential indicators. they are linguistic competence, sociolinguistic competence, discourse competence and strategic competence. with respect to the above transcript, there were four substantial components incorporated into the communicative competence theory. they entailed linguistic, sociolinguistic, discourse, and strategic competence. those components worked on the basis of one creed socalled english native speakers’ cultural based communication. rully morgana: indonesian efl teacher’s ideologies of lingua culture|31 indirect cultural teaching the teachers holding the essentialist ideology taught english native speakers’ culture indirectly from the exposure embedded in the learning materials and the systemized practice of english communication. such condition is indicated by the following transcript of an interview with teacher 10. interviewer : how do you teach culture from the assigned communicative principle on the basis of your linguaculture related ideology? teacher 10 : i taught culture by giving input in the form of natural english as used by english native speakers. for instance, i gave my students a video showing american people who were communicating their daily routines. the nuance of such communication automatically represented the use of communicative competence theory. through that example, it was also automatic that american culture was indirectly exposed to my students. the indirect english native speakers’ cultural teaching was applied through presenting a video containing american people who were talking about their daily activities. such video was considered authentic since the contents aligned with english use in the first language setting as conformed to the creed of the communicative competence theory, and the exemplified english communication from such video also characterized all related components of the communicative competence theory. non-essentialist ideology intercultural english users as the goal anchored in the non-essentialist ideology, the 2 teachers agreed with targeting the mastery of intercultural communicative competence or becoming intercultural english users as the goal in efl learning. the following transcript of an interview with teacher 9 addresses this notion. interviewer : how do you set the goal of efl learning beyond your lingua-culture related ideology? teacher 9 : in my perception, the most logical and convenient set of the goal in efl learning is to lead students to be 32 | english franca, vol. 3, no. 1, 2019 intercultural english users because students will use english to communicate not only with english native speakers but also with non-native english speakers. thus, they need to master english for cross-cultural communication. teacher 9 believed that the nature of using english is to communicate with both native and non-native english users. such condition automatically went to a cross-cultural communication. accordingly, she proposed that becoming intercultural english users was the most convenient goal of efl learning. using cross-cultural non-native english materials to promote the intended goal, the english learning process needed to avail itself of exerting cross-cultural non-native english materials. such condition is manifested in the following transcript of an interview with teacher 9. interviewer : how do you organize the efl learning input beyond your lingua-culture related ideology? teacher 9 : for the input, i prefer to set the english materials made by non-native english speakers who have good competences in using english within cross-cultural communicative settings. such materials are really suitable for motivating my students to enhance their enthusiasm while learning english. for example: i often provide them with the input such as a video showing a communication between an indonesian celebrity and his friend from america. teacher 9 relied on the english materials produced by non-native english users who were sufficiently competent in intercultural communication. she believed that such materials were more motivating for students since the materials portrayed the natural use of english as an international language whose users are multicultural. she exemplified one of such materials by giving students a video containing english communication undertaken by an indonesian who had mastered the intercultural english competence with his american friend. the encounter of two different cultures was shown in the video. rully morgana: indonesian efl teacher’s ideologies of lingua culture|33 intercultural communicative competence as the communicative framework the teachers adhering to the non-essentialist ideology agreed with making the intercultural communicative competence theory as the assigned communicative framework in efl learning. this condition is manifested in the following selected transcript of an interview with teacher 3. interviewer : how do you set the communicative principle in efl learning beyond your set of lingua-culture related ideology? teacher 3 : after dealing with some theoretical update in relation to the learning of english as a foreign language, now i rely on using intercultural communicative competence because this competence potentially leads my students to master english in cross-cultural communication. i believe this communicative dimension always takes place anytime english is used by non-native speakers like my students. thus, icc is the most appropriate framework of communication that my students need for their success of communicating english. teacher 3 supported her students to have adequate efficacy in cross-cultural english communication by exerting the intercultural communicative competence (icc) theory as the fundamental principle of english communication to be practiced. the reason underlying the use of icc theory was that it served what her students required in order to successfully be engaged in english communication. direct cultural teaching with respect to the enactment of cultural teaching beyond the nonessentialist ideology, the incorporated multiple cultures were taught directly in order for students to experience the sense of cross-cultural english communication. since to sustain cross-cultural or intercultural communication needed some knowledge pertinent to the comparison of various cultures including students’ own cultures, direct cultural teaching was deemed important to be carried out. such condition is shown in the following transcript of an interview with teacher 3. interviewer : how do you teach culture from the assigned communicative principle on the basis of your lingua34 | english franca, vol. 3, no. 1, 2019 culture related ideology? teacher 3 : since there are some cultures that i include in efl learning such as ones belonging to english native speakers and ones belonging to my students, they cannot be taught by immersion. i taught those cultures directly with leading my students to view the native speakers’ cultures and compare those cultures with their own cultures. then i assigned my students to practice english communication within the setting of different cultural encounter so that my students can learn how to maintain a successful communication when cultural differences are found during communicating english. i believe that such setting is what naturally happens in a real communication of english as an international language. in my perspective, english as an international language is not english with native speakers’ varieties. teacher 3 believed that teaching cultures by immersion would not be meaningful for students to comprehend and experience crosscultural english communication. thus, she came up with the notion of direct cultural teaching in order to facilitate students to actively and critically learn about the differences found between the english native speakers’ cultures and the students’ own cultures. such direct cultural teaching process was then followed by practicing intercultural english communication. one of the underlying reasons as regards such cultural teaching was that teacher 3 believed in the condition whereby the international english use always took place within cross-cultural or intercultural communication due to the multiculturality of the english users. discussion this study found two diverging lingua-culture ideologies in efl learning as shared by 10 indonesian efl teachers. 8 of them held an essentialist lingua-culture ideology, and the rest, 2 teachers, took a stance on a non-essentialist lingua-culture ideology. in line with the essentialist ideology, the teachers interpreted lingua-culture into one language (english) and one culture (english native speakers’ culture). such ideology was also called a modernist perspective as the term used by kramsch (2013) in her review. in turn, anchored in the nonrully morgana: indonesian efl teacher’s ideologies of lingua culture|35 essentialist ideology, the teachers interpreted lingua-culture as one language (english) and multiple cultures (ones belonging to english native speakers and ones owned by the students). such ideology was called a postmodernist perspective (kramsch, 2013). if compared to the existing literature with respect to the most current views of efl learning, a number of criticisms strike the essentialist ideology since this standpoint does not meet the nature of english as the world lingua franca (hereafter elf) (fang, 2017; jenkins, 2006; kusumaningputri & widodo, 2018; liu & fang, 2017; seidlhofer, 2001). the status quo of elf addresses that the users are world citizens who are multicultural by nature (byram, 1997; byram et al., 2002). the nature of multiculturality beyond the users of english per se demands an efl learning that deals with more than one culture, at least the students’ cultures and the culture beyond the english language itself to be involved (crozet & liddicoat, 1999; fitzgerald, 1999). the streams of theories related to efl learning nowadays support the stance of the non-essentialist ideology that regards the presence of the multiculturality as the english users’ nature and the interculturality as the nature of english communication. other data revealed in this study went to the depiction of linguaculture related ideologies in efl learning. the teachers with the essentialist ideology depicted several characteristics of efl learning. they entailed promoting students to be native-like english users as the goal, using native speakers’ authentic english materials, framing english communication on the basis of the communicative competence theory (canale & swain, 1980; hymes, 1972), and enacting indirect cultural teaching in efl learning. on the other hand, lingua-culture depiction shared by the teachers holding on the non-essentialist ideology extended to promoting students to be intercultural english users as the goal (byram, 1997; hua, 2013), using cross-cultural non-native english materials, framing english communication based on the intercultural communicative competence theory (barrett et al., 2014; byram, 1997; byram et al., 2002), and executing direct cultural teaching in efl learning. if grounded to the existing literature, in the same way as the previous arguments, a lot of criticisms come to the essentialist ideology. such goal set in the essentialist ideology with respect to targeting the mastery of native-like english competences is not considered logically achievable since up to nowadays there is no any scientific proof about non-native english users who manage to master native-like competences (byram et al., 2002). that is why lots of experts prefer to 36 | english franca, vol. 3, no. 1, 2019 set efl learning into the concept of intercultural communication (byram, 1997; byram et al., 2002; fang, 2017; hua, 2013), and to apply intercultural english learning approach (crozet & liddicoat, 1997; crozet & liddicoat, 1999; liddicoat et al., 2003; lidya, 2016; scarino & liddicoat, 2009). those experts agree with setting the goal of efl learning in support of the intercultural communicative competence mastery because de facto english is used by multicultural world people. in addition, such communicative competence theory (canale & swain, 1980; hymes, 1972) as the communicative framework adopted in the essentialist ideology is criticized owning to its portrayal of communication that merely makes a case for the use of english by its native speakers having the same culture (byram, 1997). such concept basically does not meet the nature of indonesian students who are nonnative and multicultural english users. it can be discerned that the criticisms given by the above experts towards the essentialist ideology end up with the promotion of sustaining the non-essentialist linguaculture ideology in efl learning. conclusion corresponding to the data revealed in this study, of 10 indonesian english teachers, 8 teachers hold the essentialist lingua-culture ideology, and 2 teachers adhere to the non-essentialist lingua-culture ideology in efl learning. those diverging standpoints extend to the differences in both the interpretation and depiction of lingua-culture in efl learning. the teachers with their essentialist ideology interpret lingua culture as one language (english) and one culture (english native speakers’ culture). on the other hand, the teachers with their non-essentialist ideology interpret lingua-culture into one language (english) and multiple cultures (those belonging to english native speakers and ones owned by the students). furthermore, the diverging standpoints result in a diverse depiction of lingua-culture in efl learning. the teachers with their essentialist ideology share some characteristics of efl learning they agree with. they refer to becoming native-like english users as the goal, using english native speakers’ authentic materials, framing the communicative competence theory for english communication, and enacting indirect cultural teaching in efl learning. on the contrary, the teachers with their non-essentialist ideology agree with a couple of efl learning characteristics. they extend to becoming intercultural english users as the goal, using cross-cultural non-native english materials, framing the 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(1986). does language reflect culture? evidence from australian english. language in society, 15(3), 349–373. https://doi.org/10.1017/s0047404500011805. english franca : academic journal of english language and education vol. 3, no. 1, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 assessing students’ speaking skills at 2nd semester students of english study program iain curup desfitranita iain curup desfitranita@gmail.com bayu senjahari iain curup senjahari@gmail.com abstract speaking skill in english language learning is sometimes difficult for learners. some students in second semester in iain curup at english study program experienced errors in daily communication. this research tried to disclose what errors that the students did, to what extent the errors occurred. qualitative approach was considered appropriate in this research because it did not try to generalize the findings but to deepen the case. observation and open-ended interview were applied to gather the data. as the instruments, field notes and voice recorder were utilized. the result shows that the students made errors in the four categories namely error in the using of be + adjectives, misplace be ‘present time’ and ‘past time, missing verbs and error in applying preposition. errors occurred in the circumstances of choosing sentence verbs time signal and the lack of awareness in placing ‘be’ for a sentence. keywords: speaking errors, grammar, sentence construction mailto:desfitranita@gmail.com mailto:senjahari@gmail.com 42 | english franca, vol. 3, no. 1, 2019 introduction improving speaking skills is one of the aims of english language learners. this skill tends to be the primary motivation in language learning. it is truism that english language learners learn english because they desire to talk to native speakers of english. however, some learners might find that it is a problematic because unlike others, speaking requires at least good pronunciation, grammatical accuracy, appropriate words choice as well as fluency. language is about meaning, communication has relation with effort to across messages. thus, to perform good speaking ability, language learners are suggested to attain the required components in speaking. moreover, brown (2001) said that students speaking performance in the classroom should be achieved six kinds of oral production that are (1) imitative that focusing on specific characteristic of language, (2) intensive, that is higher than imitative where it is require the students to practice some language aspects, (3) responsive, the students is expected to respond for short conversation and replay to teacher or students-initiated question or comment, (4) transactional or dialog for exchange specific information as the wider of responsive, (5) interpersonal or dialog for maintaining social relationship purpose, (6) extensive for intermediate or advance level for the purpose or monologues, like summaries and oral report . by this standard of achievement, teacher can apply the variety of speaking activity in order to create speaking task properly. it is fact that some language learners make errors spontaneously. this is common things to occur and many teachers advise that students should learn from errors. yet, continuous and consistent errors should not be acceptable because it appears to become habit in the future. moreover, some researches suggest that language-learning habit may determine the overall output quality. thus, students could minimize the chance of making errors by providing correct input in language learning. in addition, errors in speaking look more perceptible than other skills in language. it shows how good someone in running communication. performing good pronunciation and using appropriate words choice are only some aspects that depict the whole speaking performance. grammatical errors such as the using of ‘be’, adjectives, preposition, verbs and tenses of time are noticeable. these errors affect meaning in conversation and eventually the performance of speaking ability. desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|43 this paper tried to asses some learners of english language speaking skills. in particular, it examined errors in speaking of those students in the state islamic university (iain) curup at second semester. errors by definition, some grammatical forms, tenses, word choices etc. throughout this study, it is expected that students will be aware of their errors and other studies that concern about improving speaking skill should follow. in regard to this, this study was directed to answer the following questions: (1). what errors do the students experience in speaking english? (2). to what circumstances do the students present the errors in speaking english? theoritical framework a. a concise view of grammar grammar is a system of rules and structure of language and it has a function to help the readers to recognize words order and word form to use. for most of efl learners, the term of grammar is not a novel product and they know absolutely grammar as a language formula that construct the composition of words, phrases and clauses into variety of sentences. therefore, by understanding grammar, learners believe that they will have the ability to write and speak in english correctly as well as they will have an understanding on how to compose words into sentence to be meaningful language. morover, kumar (2013) stated that grammar is the study of words and the ways words work together; an invisible force that guides us as we put words together into sentences. any person who communicates using a particular language, consciously or unconsciously becomes aware of the grammar of that language. then, according to nordquist (2018) grammar is the systematic study and description of a language. it is also a set of rules and examples dealing with the syntax and word structures morphology. syntax and morphology are the study of linguistics. syntax studies about sentence construction while morphology is the study of word formation. an understanding of syntax and morphology can be a perfect beginner’s tool to better english. as learner, you might have learned the following: in addition, he also stated that grammar is a set of rules and examples dealing with the syntax and word structures (morphology) of language. without grammar, language would not work because 44 | english franca, vol. 3, no. 1, 2019 people could not communicate effectively. he added that the grammar of a language includes basic axioms such as the existence of tenses of verbs, articles and adjectives and their proper order, how questions are phrased, and more. to conclude, there are two essentially ways of thinking about grammar : view of grammar prescriptive descriptive what is grammar? a collection of rules that govern how people use a language observable patterns in the ways people use a language where does grammar come from? rule makers communities of language users grammar is … what i say it is what we make it 1. part of speech although some efl learners have never been introduced specifically with the term of part of speech defines, some literatures seem to agree that part of speech is a category of words that have similar grammatical properties and functions. commonly, there are eight parts of speech listed that are noun, verb, adjective, adverb, preposition, conjunction, and interjection. the meaning of each part, example and function with briefly discussed below: part of speech function examp le words example sentences verb action or state (to) be, have, do, like, work, sing, can, must englishclub.com is a web site. i like englishclub.com. noun thing or person pen, dog, work, music, town this is my dog. he lives in my house. adjective describes a noun a/an, the, some, good, big, red, well, interesting have two dogs. my dogs are big. i like big dogs. adverb describes a verb, adjective or adverb quickly, silently, well, badly, very, really my dog eats quickly. when he is very hungry, he eats really quickly. desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|45 pronoun replaces a noun i, you, he, she, some tara is indian. she is beautiful. preposition links a noun to another word to, at, after, on, but we went to school on monday. conjunction joins clauses or sentences or words and, but, when i like dogs and i like cats. i like cats and dogs. i like dogs but i don't like cats. interjection short exclamation, sometimes inserted into a sentence oh!, ouch!, hi!, ouch! that hurts! hi! how are you? well, i don't know. 1.1. noun proper nouns are those that refer to a particular person, place, thing, or idea such as america, george bush, mr. bean and december. swick (2005) stated that noun could be proper and common. on the other hand, nouns that do not refer to the criteria mentioned namely common nouns. land, girls, money, test are the example of common nouns. noun can be used as the subject of the sentence or the word that is performing the action of the sentence. the subject could be from a proper and common noun and it can be in form of singular and plural noun. dora is my best friend proper noun the boys like to play soccer common noun where is the school? singular noun can also be used as direct and indirect objects. the direct object is the noun that receive the action of verb. in the sentences lina likes my brother the word lina and my brother are nouns; lina is as a subject of the sentence and my brother is direct object that has a function as noun. while, indirect object usually stands before the direct object in the sentence and it is the person to whom or for whom something is provided. for example, mother gives nathan 46 | english franca, vol. 3, no. 1, 2019 five dollars. nathan is as indirect object of the sentence and it is a noun. 1.2. verb a verb helps to connect nouns that describe an action or occurrence. it also directs our sentences along in a variety of ways. moreover, swick added that verbs are the words in a sentence that describe the action of a sentence or that introduce the condition or state of someone or something in a sentence. without a verb, a sentence is meaningless for example, a sentence “he washes his car” would have odd meaning in “he his car”. thus, verb is essential in a sentence. in english, verb is the only part of speech that has various forms or changed face. it defines the tense and the time happening. in general, there are six basic verb forms are used to create the entire tense system of english: base form, present, past, infinitive, present participle, and past participle. these forms are illustrated in the following chart: verb form reguler irreguler base form walk fly present walk/walk fly/flies past walked flew infinitive to walk to fly present participle walking flying past participle walked flown besides, there are also some other types of verbs called transitive verbs and intransitive verbs. transitive verbs are those that can have direct object while intransitive verbs are not followed by a direct object and these verbs are sometimes followed by a prepositional phrase. transitive verb arnold buys a newspaper desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|47 intransitive verb the baby crawls on the floor 1.3. adjective adjectives are words that describe nouns or pronouns. they may come before the word they describe; usually noun/ noun phrase. it can also be placed at the end of a sentence if they describe the subject of a sentence. it usually occurs after the auxiliary verb (is/am/are and was/were) and linking verbs (sound, seem, look and get) (beare, 1999) example: that is a beautiful picture. he is a perfect man examples: that picture was beautiful the lecture looks great 1.4. adverb adverbs are words that modify everything but nouns and pronouns. they modify adjectives, verbs and other adverbs (strauss, 2011). it is the only part of speech that can come from everywhere in a sentence. adverbs can easily identify in a sentence because adverbs are often formed by adding suffix –ly to the corresponding adjectives quick-quickly, beautiful--beautifully, happy--happily, etc. however, not all adverbs are formed with –ly such as soon, well, then, there, fast, now have no regular corresponding adjectives forms. early, fast, hard, late and kindly are both adverbs and adjectives. the examples below illustrate how adverbs can modify verbs, adjectives, and other adverbs: verbs adjectives adverbs the man walked slowly anna writes carelessly dad drove home he is completely perfect man. it is an extremely strange idea he was partially dressed she ran very fast she sighed rather sadly he sang too quietly similar to adjectives, adverbs also have certain forms for comparative and superlative degrees. some adverbs will 48 | english franca, vol. 3, no. 1, 2019 put –er ending for comparative and –est to indicate superlative such as; early --earlier --the earliest, fast -- faster--the fastest and in general adverbs require more for comparative and most for superlative like beautifully --more beautifully --the most beautifully, and some adverb are irregular forms, for example well --better --the best, bad -- worse --the worst. 1.5. pronoun pronoun is the part of speech that substitutes for nouns or noun phrases and designates persons or things asked for, previously specified, or understood from the context. it is used to replace words that usually are names or things. the english personal pronouns are: singular plural first person second person third person i you he, she, it we you they in similar to nouns that have a gender, pronouns also do. the subjects i, we, and you can be used by males or females. subject he is for masculine, she for feminine and it for neuter. the plural form of the third person pronoun is always they; used for masculine, feminine, or neuter. the function of a pronoun in a sentence is to replace a noun with the same characteristics; singular or plural, the gender and the same used in the sentence (subject, direct object, or indirect object). 1.6. preposition some students sometimes neglect preposition in english and misplace it. preposition connects a certain word in a sentence to a noun or pronoun. essberger (1997) stated that preposition can be used in two ways; in a literal way and idiomatic way. in the literal way preposition use as exactly it expected. in the sentence, the boy run up the hill, the preposition up means that the boy went to the direction up rather than down. while, in idiomatic use the preposition desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|49 occurs in idiomatic expression; that is, the meaning this expression has nothing to do with the literal meaning of preposition itself. in the sentence, i call up my friend the word up has nothing to do with the direction up. to call up someone means to telephone someone. there are many english preposition that should be remember, however, the common preposition (though errors often happen) that beginners should know is in, on, and at. similar with other part of speech, preposition has rules as well. it usually occurs before noun or noun phrase. the following table explains more about it (loos, 2004) at in on precise time months, years, centuries and long periods days and dates at 3 o'clock in may on sunday at 10.30am in summer on tuesdays at noon in the summer on 6 march at dinnertime in 1990 on 25 dec. 2010 at bedtime in the 1990s on mother day at sunrise in the next century on independence day at sunset in the ice age on my birthday at the moment in the past/future on new year's eve 1.7. conjunction conjunctions serve to link words, phrase and sentences and can be divided into coordinators or coordinating conjunction, correlative conjunction and subordinating conjunction (swick, 2005). a. coordinating conjunction is a word that connects words, phrases, or sentences together and when it joins together two sentences, the resulting sentence is called a 50 | english franca, vol. 3, no. 1, 2019 compound sentence. there are seven coordinating conjunctions: for, and, nor, but, or, yet, and so. the coordinate conjunctions in the following examples are italicized: john got up and walk out not paul, but bill failed his test b. correlative conjunction is a type of conjunction that functions in a pair of words that working together to balance words, phrases, or clauses. the most commonly used are both…and, either…or, neither…nor, and not only…but also. both yoko and marco have problems either you work hard or you leave c. subordinating conjunctions consist of a subject and a verb. these clauses usually cannot stand-alone. depend clauses are preceded by subordinating conjunction and combine with independent clause. an independent clause is essentially a clause that can exist by itself in a given sentence that means that it does not need any additional information to exist. although he was tired, he continued to run after she arrived, alberto was the first to greet her 1.8. interjection interjection is used to express emotion. although it is rarely heard by efl learners, interjection occurs in most writing work particularly comics or novel. in daily speaking, sometime interjection is not detectable though it is important to add sense/ feeling of the speakers’ mood. there are a lot of interjections in english, the following list is the commonly heard (jenning, 2005): 2. tense sometimes, tenses are identified as the most difficult thing to learn in english. many studies have tried to discover the best way to teach english tenses by using media, drilling and exercising. conventional teaching, my own experience as student, the teacher teaches tenses through demonstrating formula/ pattern following. however, few students are succeeded in understanding how the tenses are actually worked. they tend to use present tense to talk something about the past. https://www.toppr.com/guides/english/sentences/clauses/ https://www.toppr.com/guides/english/sentences/clauses/ desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|51 unlike other language study, english shows time of happening by signaling tense thus by changing the verbs form. tense is a grammatical category, typically marked on the verb, that deictically refers to the time of the event or state denoted by the verb in relation to some other temporal reference point. richards (1990) stated that in general, there are three types of tense: present, past and future. examples: he washes the car (the time is at now/ at present or habitual) he washed the car (the time is in the past/ it already finished) he will wash the car (the activity does not happen yet) 3. sentence construction sentence construction is to develop good sentence or meaningful sentence. a good sentence should at least contain a subject and predicate. according to jennings, basic word order in english is subject ---predicate--and object. to put it simple, see the following sentence: sentence pattern subject predicate object a. jack like potatoes jack likes potatoes b. jimmy and shaun are rich students jimmy and shaun are rich students c. they always eat fruits they always eat fruits word order is very important in english because there is very little "case marking" --a subject and an object have the same form (except for pronouns). for example, the sentence “jack likes may." does not have the same meaning as "may likes jack." the subject (the person who "likes") comes before the verb. the object (the person who receives the action of the verb) comes after the verb. 52 | english franca, vol. 3, no. 1, 2019 the question that follows for most beginners is how to identify which are subject, predicate and object. there is no simple answer for this question, however, a quick way to know is to see the verb of the sentence. verb is the key to sentence construction where usually verb is between noun/noun phrase. it also indicates predicate in a sentence. for example: a. the expensive book is mine (“is” is an auxiliary verb so the word the expensive book and mine are the subject and object). b. the blue sky and the bright star are my favorite views (‘are’ is an auxiliary verb so the word the blue sky and the bright star as the subject and the word ‘my favorite view’ is the object). c. the beautiful student always go to the library (‘go’ is verb so the word ‘the beautiful student is the subject and the word ‘the library’ is the object). the above examples are shallow in sentence construction. in order to understand better, learners have to understand english syntax as well. knowledge about phrase and clause is necessary. the following examples show the general patterns for sentence formations are as follow: s = np + vp  the man + loves the queen s = np + adjp  the girl + is smart n p = det + n  the + teacher  the + book  an + apple v p = v + np  read + the book a djp = adj + n  nice + place  smart + student  tall + man note: s = sentence, np= noun phrase, vp= verb phrase, adjp= adjective phrase n = noun, v= verb, adj = adjectives desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|53 to create a good sentence, speakers have to conform, at least, the above pattern. otherwise, the intended meaning will not be achieved. learn how to combine and understand part of speech that will help to construct a good sentence. b. common errors in speaking english for esl learners 1. grammatical errors some literatures state that error is a condition when learners have not learnt something correctly and consistently fail to achieve what should be done. richard (1990) also divided the errors into two categories namely inter-lingual error and intralingual error. intra-lingual error is produced by the interference of the native language l1 by which the learner tends to use their linguistic knowledge of l1 on some linguistic features in the target language. while, inter-lingual is an error occurring because of a particular misuse of target language. likewise, coder (1991) said that learners error arise because of the interference of native language and the specific strategies used l2 learners in the process of second language acquisition. moreover, dulay (1982) classified the error into two taxonomies called linguistics taxonomy error and surface strategy taxonomy error. linguistic taxonomy error is an error occurs due to the effect of particular linguistics constituent and language component such as phonology, syntax, morphology, semantic, and lexicon, discourse. further, surface strategy taxonomy emphasize on the way of surface structure altered. the most common types of this error are omission error, addition error, misinformation error, and disordering error. in addition, classification of intra-lingual error derives from richards (1990), he constructs some errors into five different categories namely; (1). error in the production group of verb, (2). error in the distribution of verb group, (3). miscellaneous error, (4) error the use of preposition, (5). error the use of articles and (5). error in use of questions. 2. errors in function 54 | english franca, vol. 3, no. 1, 2019 communication activities involve surrounding which are called as contexts. these factors affect the whole meaning of the utterances. context includes time, place, distance between speakers, topics and how the conversation gets along. chris identifies some common errors in conversation that eventually disturbs meaning (mccharthy, 2009): example 1: context: : at lunchtime asking a friend to go out for lunch incorrect a: "do you like to eat lunch with us today?" b: "yeah, sure. where do you go?" correct a: “would you like to eat lunch with us today?" or "do you want to eat lunch with us today?" (more informal) b: "yeah, sure. where are you going/are you going to go?" explanation: in english, the present simple using 'do you like to...' is not a request form. b's response asking for more information using the simple present sounds odd because the speakers are talking about 'right now.' thus, the appropriate question asking for more information about the plan for lunch would be "where are you going/are you going to go?" (present continuous/future plan). research methodology 1. approach to research this research adopts the qualitative approach. as gay (2000) defines ‘qualitative research seeks to probe deeply into the research setting in order to obtain understandings about the way things are, why they are that way, and how the teachers in the context perceive them’ (johnson, 2004). it also involved collecting, desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|55 arranging and interpreting non-numerical information (yin, 2003). the data in this research was verbal responses that were taken from the interview. it focused on the natural setting of the teachers’ individual contexts. the research was a case study in a sense that only investigating a group of second semester students in iain curup who were enrolled in speaking ii subject at english study program. case study is “an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident”. the advantage of a case study is that it can gain in-depth data and more focus to small sample population. according to neale (2006) “case study provides much more detailed information than what is available through other methods”, because it focuses on single person or group with the same bounded system. besides, it allows one to present data collected from multiple methods (i.e., surveys, interviews, document review, and observation) to provide the complete story. in addition, it permits a researcher to reveal the way a multiplicity of factors have interacted to produce the unique character of the entity that is the subject of the study (thomas, 1998). thus, case study is able to present detail data about particular subject where the uniqueness might occur. the qualitative approach helped me gain in-depth understanding about the research questions. the case study revealed the phenomena on some students in second semester that made common errors in speaking english when they were interview about personal information and daily activities. the research showed that these errors probably are caused by the lack of grammar understanding, part of speech and sentence formation. unlike other research approaches, the result of this research does not signify generalization. in turn, it spotted details on the indonesian efl teachers’ perceptions and challenge in teaching eil based on their own teaching contexts. thus, it is convinced qualitative approach was suitable on this research. 2. research design 2.1. participant selection this study was carried out in iain curup in speaking ii class. the participants were chosen through procedures as 56 | english franca, vol. 3, no. 1, 2019 follow: first, all students at second semester were asked to prepare the interview for about 30 minutes. second, each student was personally had an interview with the researcher. there were 112 students as the participants in this research, 20 males and 92 females. all of them were timed for approximately ten minutes interview in each session. averagely the participants were 19 years old and passed speaking i subject in the first semester. 2.2. data collection techniques and instruments the participants were asked to talk about personal information and daily activities for five minutes based on the chosen topics (gammidge, 2004). n o. topics questions sample 1 . home life and family : tell about your families how do you spend time together 2 . hobbies and interest : what do you usually like to do what was your first hobby 3 . health and fitness : how do you keep your health did you care about your body times ago 4 . work or study : dou you like your study how did you decide your major 5 . relaxing : do you spend free time for relaxing was your free time the same 6 . friends : do you have few or a lot of friends were having friends important to you desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|57 7 . spirituality : how do you maintain your mental health how important prayer to you next, the researcher asked follow up questions to elaborate students talk. in each session, the researcher recorded while also took notes on students’ errors for analysis. the study used partially structured interview technique. gay states that partially structured interview enables the interviewer to randomly choose the order of the formulated questions. the interviewer may also add questions or modify them as deemed appropriate. questions are open-ended and responses are recorded nearly verbatim. it found that some students lost ideas on what to talk about, after listening to the questions; they were back on track and easy to express ideas. in addition, gay defines field notes as the instruments to collect data that is observer’s record on what he has seen, heard, experienced and thought during observation. it contains descriptive and reflective aspects that provide description of the setting. using field notes helped the researcher to write down students’ errors in speaking english while they talked about their personal information and daily activities. 2.3. technique of data analysis the data first transcribed and simplified into the analysis as the researcher can identify the specific issues corresponding to the investigation. it also employed categorization or coding process (cresswel, 2007). this process magnified the themes that occurred during the data analysis. in details, according to tailor the following were some stages that the researcher employed in analyzing the data (tailor, 2003): a). get to know data the first thing was get to know the qualitative data. actually, during the data collection, not all data were qualitative. sometimes, the provided information did not add meaning at all. in this research, open-ended interview by using interview guide sometimes made the students 58 | english franca, vol. 3, no. 1, 2019 answers came out from what the research needed. even though it was qualitative data, sometimes it was not necessary to put in the analysis. in this research, the researcher certainly realize that some students spoke topics that out of the boundaries that was the research questions. however, the researcher strived to put the students responses kept on track. sometimes, this caused difficulties due to limited time allocations. b). focus the analysis the next step was focusing on the analysis to the research questions. although qualitative research questions could change during the analysis, the key question will help where to get started. there are two common approaches to get the focus in analyzing. at first focus by topic, time or event and another way is focus by case, individual and group. the key words in this research were students’ errors, students meaning and errors suggestion. thus, the keywords are used to analyze starting points. c). categorize information the information in the data then categorized in to components such as ideas, concepts, behaviors, interaction, and incidents that be organized in to coherent categories. the focus of the categories depended on the purpose of the research. there were two categories found in this research namely: finding out students apparent errors describing students point of view d). identify patterns and connection within and between categories after making categories of the data, the next step was identifying patterns and connection between those categories to find themes. the categories were identified from smaller part; within two categories, among categories, and the relationship of all categories. there were four patterns in this research that is: the using of be+ adjectives misplace be ‘present time’ and ‘past time the missing verbs desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|59 preposition problems e). interpretation the last step was making interpretation of the themes. it should lead to researcher finding in his research as a result of data categorization. the result would be describing the purpose of the research questions. sometimes, new finding which out of the research questions was found. finally, the researcher tried to interpret in which area that the students need to improve in order to avoid errors in speaking. then, to what starting points the students should move out to be better in english language learning eventually. finding and discussion in this part, the finding stated some errors that occurred by the students. the data were classified based on the seven themes: home life and family, hobbies and interest, health and fitness, work or study, relaxing, friends and spirituality. after decoding the transcript, it was found that there were 46 errors on students’ utterances. each error then analyzed to investigate the grammatical error types and situational errors. in the discussion section, the data were further explained and themed to disclose the research questions. a. findings n o. themes utterances 1 . home life and family i born in 1992 she school i am stay with my family he always hard work she have a married i always together my mother she was married with her husband 60 | english franca, vol. 3, no. 1, 2019 i have little family she have a child she have get married i come to my home in my village his work as merchant my father angry with me 2 . hobbies and interest i ever reading when i bored i am always to fill empty time she is hobby singing i am very like cooking her can make 3 . health and fitness for keep healthy in home healthy in weekend usually in home i am not eat on time 4 . work or study i am study in iain i school in iain i can learn experience someone the task must be finish 5 . relaxing if i have confuse i just sleepy at home it is very better to stay at home i like to listen music i have tired 6 . friends her is my best friend we are can story i am very like she desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|61 we to can do she is make me happy i have much friend i thing they are is kind i not the same like other teenager i followed organization 7 . spirituality i can feel peaceful that’s mean peace i have yoga pray on home give people good b. discussion in this part, the writer restated the research questions and provided explanation based on two focuses. first, to find out what types of grammatical errors that the students committed in performing english speaking skills. second, he elaborated contextual cue that lead to meaning preferences in conversation. 1. students grammatical errors in speaking english 1.1 misplace be ‘present time’ and ‘past time’ tense in english language is very important. unlike bahasa where the time of happening is usually expressed by adding time signal only (adverb), english language needs certain change not only the addition of adverbs (every day, now, yesterday, tomorrow, a year ago) but also changing the verbs. for examples: go  went : i went to school yesterday want  wanted : she wanted the ice cream two days ago 62 | english franca, vol. 3, no. 1, 2019 clean  cleaned : they cleaned the room two hours see  saw : he saw the man a minute ago is/am/are  was/were : i was born ten years ago therefore, by misplace the verbs and or the adverbs (as the time signal) will only compose meaningless sentences. the followings are the examples: i go to school yesterday (everyday) she wanted (wants) the ice cream now they cleaned the room tomorrow (last week) he sees (saw) the man a minute ago i am (was) born ten years ago in speaking, speakers have to remember what the time of happening that he wants to express. if it is at present, speakers must make sure that the verbs (go, clean) and time signals are in present time (today, now, every morning etc). moreover, if the time is in the past, the verbs should be in the past form (went, wanted) that are followed by past time signal (yesterday, 2 weeks ago). by mixing the verbs and adverbs, the sentence will be confusing for hearers. 1.2 the missing verbs verbs are the most important part of speech to create meaningful sentences. a verb adds meaning between nouns so that without verbs there is no clear relation/ meaning between nouns. some students might be confused about verbs in english. to identify verbs in a sentence is quite clear. a verb always occurs after noun/ pronoun or noun phrase. for examples: they are teachers ‘are’ is an auxiliary verb placed after ‘they’ as pronoun desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|63 john is crazy  ‘is’ is an auxiliary verb placed after ‘john’ as noun mike and michael go to the market  ‘go’ is a verb placed after ‘mike and michael’ as noun phrase the crazy man eats noodle  ‘eat’ is a verb placed after ‘the crazy man’ as noun phrase 1.3 errors the use of preposition preposition is the last thing that speakers notify in speaking. thus, it sometimes is neglected or forgotten. in fact, preposition is as important as other part of speech. the common prepositions that already learned for years are in/on/at/ that supposed never be errors anymore. however, some students sometimes misplace or even omit the preposition such as the following examples: i was born 1990  missing ‘in’ i put the pen in the table  misplace ‘in’ with ‘on’ he sticks the picture in the wall  misplaced ‘in’ with ‘on’ she lives on merdeka street  misplaced ‘on’ with ‘at’ the dog sleeps in night  misplaced ‘in’ with ‘at’ the good sentences should be: i was born in 1990 i put the pen on the table he sticks the picture on the wall she lives at merdeka street the dog sleeps at night 1.4 the using of be+ adjectives adjective is usually related to one’s feeling. for example, happy, sad, glad, curious, angry etc. it is easy to notify adjective in a sentence that typically adjective occurs before auxiliary verbs such as is/am/are or was/were. examples: she is angry they are happy 64 | english franca, vol. 3, no. 1, 2019 i am curious adjective can also be identified after particular words such as get/ like/ look/ sound/ seem and so on. after the words, adjectives must follow. examples: they look crazy he seems sad you sound lazy however, some adjectives such as bored, confused, tired and interested are problematic. students might misuse the function of these adjectives that they tend to apply the verbs form to express adjectives. some errors occur such as: i am bore he is confusing she is tire you are interesting 2. functional errors n o. utterances context explanation 1 a. when i senior high school the student wanted to express the time in the past when he was at high school in english, to be is very important to signify the time happening. it shows clear points whether the time is at present, past or future. b. when i was at senior high school 2 a . my father working in medan the student wanted to say that his father has a job out town using verb+-ing is always connected to present happening or on going process; it never relates to habitual. however, in tenses, speakers are rare to using ‘present continuous’ to state general truth such as job and daily b . my father works in medan desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|65 activities. simple present tense is preferable 3 a . they are live in lebong the student wanted to say that he does not stay with his parents now and told that his parents live in lebong, his hometown. a meaningful sentence must have a verb. usually, verb is closely connected with pronoun/ noun. the ‘are’ is auxiliary verb that cannot be followed by another verb ‘live’. b . they live in lebong they are in lebong 4 a . i study college the student wanted to express that he is now actively as a student at university preposition is sometimes ignored in a sentence. however, it is equally important to define meanings between nouns. b . i study college 5 a . my hobby is read novel the student wanted to say that he has a hobby that relates to reading novel. auxiliary verb ‘is’ is usually followed by verb+-ing or a noun or an adjective. this sentence shows an activity as well that ‘present continuous’ should be the tense. b . my hobby is reading novel 6 a . if i tired the student wished to say the condition of his body; the time when he gets tired in his daily activities. the function of an adjective is to state one’s feeling. the construction should always be preceded by ‘be’ or ‘auxiliary verb’ such as ‘am, is, was etc’. b . if i am tired 7 a . he always watching tv the student expressed one of to express repeated activities, simple 66 | english franca, vol. 3, no. 1, 2019 b . he always watches tv his brother habits that are watching tv every night. present tense is preferable. present continuous which is usually contains verb+ing is used to express an activity that is happening now and not repeated regularly. 8 a . they are work as farmer the student wanted to state his parents’ job as a farmer. problem in using present tense sometimes deals with redundancy. after using a verb or auxiliary verb, a noun or noun phrase should follow. b . they are farmers they work as farmers 9 a . i interesting with novel the student wished to say one of his hobbies. he likes novel and loves reading it at all time. two problems with this sentence, first is the missing of ‘be’ prior to adjective, second, the misuse of preposition ‘with’. the adjective ‘interested’ is connected with preposition ‘in’. it is also known as colloquial language. b . i am interested in novel 1 0 a . every morning, he went to garden the student wanted to express his father daily activity. his father has a garden and look after the plants every morning all sentences that express regular activity usually apply ‘simple present’ tense. this sentence has time manner ‘every morning’ that shows daily activity so that the word ‘went’ (past form of b . every morning, he goes to garden desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|67 ‘go’) should be replaced by the word ‘goes’ 1 1 a . i am born on 1993 the student wanted to say the year when he was born the word ‘born’ never connect with be ‘am’ because it happened in the past; be ‘was’ is better preference. preposition ‘on’ is not constructed with year manner; ‘in’ is appropriate. b . i was born in 1993 1 2 a . i am not understand the student showed his difficulty in understanding particular situation in his life. the word’ understand’ is a verb, thus, to negate the sentence, it needs to be ‘do/ does’ and not ‘is/am or are. auxiliary verb is followed by an adjective or noun. b . i do not understand notes: a= incorrect, b= correct it was found that situational errors that the students created were mostly about time signal. it seems that the students wanted to express their idea about past time, however, both present simple and continuous were often introduced instead of using past tense. in addition, the function of ‘to be’ and verb were also omitted; after noun phrase then directly came another noun phrase or adjectives. to sum up, the students’ errors were as the results of first language interference that might have different sentence construction with english, thus, likely affected the way the students delivered the sentences. 68 | english franca, vol. 3, no. 1, 2019 conclusion and suggestions errors are not taboo in learning, particularly learning language. it always occurs in language learners. based on the findings of this study, some students did errors in speaking. the possible causes of errors are: first, the students lack of knowledge in english language, particularly the sentence part of speech and how the rule of sentence construction. second, the students have difficulties in applying tense in english. they seem to experience confusion how verbs work in english sentence construction. english sentence depends on verbs for signaling time of happening. misplacing the incorrect verb forms will change the overall meaning. to suggest, speaking skill is the most complicated area in language learning. it needs a comprehensive understanding in grammar, syntax, semantics, morphology or pragmatics. many have agreed that to be better in speaking skills, learners are advised not only to be fluent but also accurate in speaking. further, in the coming research, it is suggested that researchers to investigate the use arabic linguistics knowledge to contribute in english language learning, by providing fact that the students at iain curup also study arabic. references beare, kenneth. 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(3rd ed.). sage publications, inc: thousand oaks english franca : academic journal of english language and education vol. 3, no. 1, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 students’ writing ability on english descriptive text at grade viii in smpn 33 padang ade dwi jayanti politeknik raflesia curup adedwijayanti@yahoo.com abstract there are 5 indicators in writing descriptive texts such as: identification, description, use of language, vocabulary and mechanics. based on the problems found at the beginning of the research, the purpose of this research was to find the students ability in writing descriptive text on english subject in smpn 33 padang. the type of research is descriptive research. participants of the research were viii’s grade students at smpn 33 padang. data obtained through writing descriptive text tests. the data is analyzed by combining heaton’s theory of assessment in writing and research rubrics about writing. the results of the research concluded that students’ ability in writing identification was good to average, students’ ability in writing descriptive was fair to poor, students’ ability in language use was very poor, students’ ability in using vocabulary was fair to poor, and students’ ability in using mechanics was fair to poor. then, the results of the research also showed that students had difficulty in identifying objects clearly, difficulties in developing related ideas, students’ lack of understanding of simple present tense structures, limited vocabulary, and errors in mechanics. keywords: writing ability, english descriptive text. introduction writing is one of english skills that must be learned by the students. to acquire it, the students should get sufficient writing practices. these practices are supposed to stimulate the students’ skill in writing and expressing thoughts in a good passage. without practicing, it is impossible to write well and effectively. writing can be mailto:adedwijayanti@yahoo.com 72 | english franca, vol. 3, no. 1, 2019 said as a language skill used to communicate indirectly, whether people can’t face to face each others. expressing thought in writing is not easy for most people, and it plays an important role in learning process because writers are able to explore their own knowledge and what they are thinking about to others. through writing activity, the students can develop their thinking knowledge, and their ability in english such as grammar and vocabulary. raimes (1983: 4) says; there are some functions of writing: to communicate with a reader, to express ideas without pressure a face to face communication, to explore a subject, to record experience and to become familiar with the conventions of written english discourse (a text). so, it’s very useful in our live because we can communicate, express ideas with a reader. if we have something, feelings, or ideas in our mind, we can use the writing to express all of them. byrne (1984: 1) adds that “writing involves the encoding of message of some kind; that is, we translate or thoughts into language.” the statement above is similar to raimes’ opinion that writing has function to send our minds into language to the readers. the close relationship between writing and thinking makes writing a valuable part of any language course. through writing we can express our ideas and thought in our attempt to make meanings. ur (1991:163) states that “the purpose of writing, in principle, is the expression of ideas, that conveying of a message to the reader; so the ideas themselves should arguably be seen as the most important aspect of the writing.” it means that not writing only, but we need to pay attention to several aspects of the writing, so the readers are able to getting point of ideas or messages. clearly, that writing itself means the complex skill because there are several aspects to be considered like the content, the form, grammar, style and coherence. if someone have the ability to express their ideas into a sentence grammatically and effectively. according to kevin (2009: 1), there are ten main criteria of a good writing: a clear point, length, back up of point, time, logical, good grammar, english, and spelling, readers become engaged, rules are broken, influence and from their heart, not just created to profit or for gains. based on the theory above, the criteria is also important things be thought by people in order to get a good writing. so, when the readers read it, they can get a good idea of how the writer feels about what they are writing about, even though no clear evidence is given in writing itself. besides that, there is still opinion about the criteria of good writing shared by fawcett, s. and sandberg, a. (1990: 8): “criteria for judging good writing are: organization, unity, coherence, conciseness, clarity, grammar, punctuation, spelling and usage.” if this is compared to kevin’s theory, the criteria of a good writing is not only clear point, ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|73 good grammar, length, spelling, logic, etc, but also organization, coherence, conciseness, clarity, punctuation and usage. dealing to explanation above, writing descriptive text has to be learned by the students. according to gerot and wignell (1994: 208), “descriptive text is a text type we use when we want to tell how something looks, smells, feels, acts, tastes, sound etc”. basically, it provides details about characteristics of people, places, and things. the details are used to help the reader in creating a mental picture. moreover, abisamra (2001: 1) has similar opinion about descriptive text. he adds that “descriptive is the text picturing the person, place and thing with clear detail to help the readers visualize an object which is described”. so, by writing a descriptive text, the writers will create their sense of impression and get a clear picture of the object which is describe. furthermore, description activity is used to describe an object and the readers become easily to be understood, so that they can imagine the object which is described clearly like the real one. gerot and wignell (1994: 208) add that there are two generic structures of descriptive text; namely, identification and description. in identification, the learners will identify phenomenon or subject that is going to be described. while, description, the learners will describe specifically parts, qualities, and characteristics of an object that is being described. furthermore, they also explain about the grammatical features (language features (simple present tense, action verb and adjective), vocabulary, and mechanics) of descriptive text. related to idea above, there are some indicators of english descriptive text, namely; generic structure (identification and description), and grammatical features (language features (simple present tense, action verb, adjective), vocabulary and mechanics). based on ktsp (kurikulum tingkat satuan pendidikan) 2006 of junior high school, kinds of texts are introduced to students from the first year until the third year at junior high school. one of them is descriptive text that had been learned by second year students of junior high school. but, the students usually faced difficulty in writing descriptive text because it must use present tense which is complicated for them and they have the little vocabulary in writing especially in writing a descriptive text. related to this case, the writer interviewed some english teachers in smpn 33 padang. they said that the students don’t understand in writing descriptive text because they have limited vocabularies and grammatical skills. it is supported by less knowledge about the elements of writing descriptive text. thus, they aren’t interested to write it. furthermore, they added, “the students often 74 | english franca, vol. 3, no. 1, 2019 ignored the punctuation and spelling, which made unmeaningful words. it was proved by the fact in their test result of writing descriptive text about their moms last semester that 2 students (8,70%) were good to average, 7 students (30,43%) were fair to poor and 14 students (60,87%) were very poor.” (based on heaton’s scale) the writer has three reasons why she is interested in doing this research about students’ writing ability on english descriptive text. the first reason is that writing is a difficult activity for the eighth grade of smpn 33 padang. the second reason is that descriptive text must be written in present tense. then, the last reason is that the eighth grade students usually have little vocabulary in writing text. based on the students’ difficulty in writing descriptive text, the writer wants to do the research entitled “students’ writing ability on english descriptive text at grade viii in smpn 33 padang.” theoritical framework writing as we know, there are four common english skills that must be mastered by the students, they are: listening, reading, speaking and writing. writing is also media of communication that can help us to have good socialization; we can express our idea, feeling, and our opinion through written language. through writing activity, we can develop our thinking knowledge, and our ability in english such as grammar and vocabulary. raimes (1983: 4) says; writing can impose grammatical structure, idioms, and vocabulary of the students. there are some functions of writing: to communicate with a reader, to express ideas without pressure a face to face communication, to explore a subject, to record experience and to become familiar with the conventions of written english discourse (a text). based on the raimes’ opinion, writing is very useful in our live because we can communicate, express ideas with a reader. if we have something, feelings, or ideas in our mind, we can use the writing to express all of them. in other opinion, byrne (1984: 1) says that “writing involves the encoding of message of some kind; that is, we translate or thoughts into language.” the statement above is similar to raimes’ opinion that writing has function to send our minds into language to the readers. oshima and hogue (1991: 3) define that “writing is so important in academic life that some universities have on-line writing centers. these ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|75 sites offer extra writing advice and information.” it means that the students have to study and practice it deeply in their daily activities because it is very useful for their advanced, especially in education. ur (1991:163) states that “the purpose of writing, in principle, is the expression of ideas, that conveying of a message to the reader; so the ideas themselves should arguably be seen as the most important aspect of the writing.” it means that not writing only, but we need to pay attention to several aspects of the writing, so the readers are able to getting point of ideas or messages. nowadays, it is not only using speak-up to share our ideas or our messages, but also writing as one of media. it is a complex activity which involves many aspects and considerations. according to nunan (2003: 88), writing is a complex process. it involves a physical and mental act. physical is related to send the word or ideas to specific medium such as letters, hand writing, or others. mental work is the process of the expressing the ideas, and thinking in delivering the message into written language. it means that the students can share all their minds, opinions or everything through writing. for example, when students have criticism to their school’s rules, they can apply it in writing. writing can be said as a language skill used to communicate indirectly, whether people can’t face to face each others. expressing thought in writing is not easy for most people, and it plays an important role in learning process because writers are able to explore their own knowledge and what they are thinking about to others. the close relationship between writing and thinking makes writing a valuable part of any language course. through writing we can express our ideas and thought in our attempt to make meanings. the writing itself means the complex skill because there are several aspects to be considered like the content, the form, grammar, style and coherence. it means the writer should use good grammar and adequate vocabulary in making good writing. if someone has the ability to express their ideas into a sentence grammatically and effectively, the writing can be enjoyable for them. of course, it is not enjoy for them only, but also for the readers because they can comprehend it easily. sometimes people put writing activity as their hobby. through writing they can create something in written form. for example, they can make letter, poetry, story, novel, and even they can give advices or critics to someone through writing. in short, we write to learn, usually for private purposes. and then we write to communicate, usually for public purposes. 76 | english franca, vol. 3, no. 1, 2019 related to definitions of writing above, most of people are interested to a good piece of writing. of course it makes them become easy to get ideas while reading it. here, kevin (2009: 1) has ten main criteria of a good writing. he says, there are many criteria of a good writing. a good writing has some criteria; a clear point, length, there is information to back up your point, time, logical, good grammar, english, and spelling, readers become engaged, rules are broken, influence and from their heart, not just created to profit or for gains. based on the criteria above, it is also important things be thought by people in order to get a good writing. so, when the readers read it, they can get main point of how the writer feels about what they are writing about, even though no clear evidence is given in writing itself. besides that, there is still opinion about the criteria of good writing shared by fawcett, s. and sandberg, a. (1990: 8): “criteria for judging good writing are: organization, unity, coherence, conciseness, clarity, grammar, punctuation, spelling and usage.” based on the theory above, if it’s compared to kevin’s theory, the criteria of a good writing is not only clear point, good grammar, length, spelling, logic, etc, but also organization, coherence, conciseness, clarity, punctuation and usage. related to the criteria above, there are some steps in writing activity must be followed by the writers. here, brereton (1982: 1) states “ six separate steps most good writers follow: discovering a topic, planning an approach, writing a rough draft, revising, writing a final draft, and proofreading.” the steps above are similar to oshima and hogue’s opinion (1991: 3) that “there are four main stages in the writing process: prewriting, planning (outlining), and writing and revising drafts, and writing the final copy to hand in.” they add a simple conclusion about some steps in the writing process, such: a. step 1 (prewriting): brainstorming. b. step 2 (planning): developing an outline. c. step 3 (writing): writing a rough draft. d. step 4 (revising): editing the rough draft for content and organization. e. step 5 (rewriting): writing a second draft, and proofreading it for grammar and mechanics. f. step 6: writing a final copy to hand in. so, before writing, it is important to make concept of the text. so, when a writer will be doing the writing process, she/ he will not be ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|77 overlap from the topic. thus, those steps of writing should be done by students in order to get a good writing. based on the experts’ ideas above, a simple conclusion can be drawn that we can write effectively if we are willing to learn or follow those criteria and practice them. besides that, it can make the readers understanding the point and can get the aims of the writing. a. descriptive text a text is the original words and form of a written or printed work.” in other words, it consists of spoken or written words that have the purpose of conveying message”. it means that by putting the words together to communicate a meaning or to send a message, so a piece of text is created. in addition, according to hyland (2005), texts are autonomous objects which can be analyzed and described independently of particular context, researchers or readers. texts have their structures. they are orderly arrangement of words, clauses, and sentences by following the principles which guide the correct arrangement of elements. researchers can encode full semantic representation of their intended meaning. it means that text consists of words, clauses and sentences which arranged to be one unity. thus, a simple conclusion can be drawn that texts are group of words, clauses, sentences or organize patterns of spoken or written language. the texts are not only having purpose, but also meaning. one factor that affects to differences in text is the purpose for which the text being used. when constructing a piece of text, the writer or the researcher makes choices about words used and how these words will be put together. the choices of words will depend on the purpose and context of the text. texts can be said as structures in different ways to achieve their purpose. for example, the purpose of descriptive text is to describe a something, place or people. descriptive text is a text that is always in around us when we want to describe something or someone. it is learnt by junior high school (smp) in the first and second years. in general, descriptive means describe about particular person, place or thing details. descriptive text should concentrate on action (verbs), rather than sensation (adverbs and adjectives). descriptive text has generic structures and language features. writer should assume the role of readers whose idea of the described events, in entirety, constructed by text content. abisamra (2001: 1) adds that “descriptive is the text picturing the person, place 78 | english franca, vol. 3, no. 1, 2019 and thing with clear detail to help the readers visualize an object which is described”. so, by writing a descriptive text, the writers will create their sense of impression and get a clear picture of the object which is described. furthermore, description activity is used to describe an object and the readers become easily to be understood, so that they can imagine the object which is described clearly like the real one. according to gerot and wignell (1994: 208), “descriptive text is a text type we use when we want to tell how something looks, smells, feels, acts, tastes, sound etc”. it means that when we want to describe how something looks, smells, feels, acts, tastes, sound to someone by a text, we can create descriptive text. basically, it provides detail information about characteristics of people, places, and things. the detail information is used to help the reader in creating a mental picture. in short, the descriptive text is emphasized about text to tell something details. they add that there are two generic structures of descriptive text; namely, identification and description. in identification, the learners will identify phenomenon or subject that is going to be described. while, description, the learners will describe specifically parts, qualities, and characteristics of an object that is being described. furthermore, they also explain about the grammatical features (language features (simple present tense, action verb and adjective), vocabulary, and mechanics) of descriptive text. related to ideas above, there are some indicators of english descriptive text. first, generic structure (identification is to identify phenomenon be described, and description is to describe parts, qualities, and characteristics of subject). and secondly, the grammatical features (focus on language features (simple present tense, action verb, adjective), vocabulary and mechanics). b. generic structures of english descriptive text in addition, hardy and klarwein (1999: 1) have opinion about generic structures of descriptive text: the generic structure of descriptive text contains definition and description. description consist of description of purpose, description of features and their use, description of physical features, description of people, description of properties and interesting facts, and description of evidence today. gerot and wignell (1994: 208) and yusak (2004: 49) add their opinion about generic structures of descriptive text. they say that there are two generic structures of descriptive text as follows: a. identification identification is necessary in order to avoid having general statement. it means that a writer needs to identify which particular ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|79 thing. in this case, it identifies a phenomenon or a subject that is going to be described. the subject can be a person, thing or place. masruri (2010: 1) adds that identification is a part of paragraph which introduces or identifies the character. if a student writes an identification part clearly, he/she will develop the ideas easily in description part. it means that, the sentence or paragraph can guide the student to organize and develop ideas to be good writing. b. description it describes specifically parts, qualities, and characteristics of a phenomenon or a subject details that is being described. masruri (2010: 1) adds that description is a part of paragraph which describes the character. so, the writer describes all information related to topic. then, the ideas should be good organized. in this case, each of idea has relationship and organized. so, the reader can comprehend well what the english descriptive text is about. it means that the reader will get a clear picture of the phenomenon or subject which is described in english descriptive text if the writer expresses the message clearly although the readers are not faced with the writer directly. c. the grammatical features of english descriptive text the grammatical features of descriptive text focus on language features (simple present tense, action verb and adjective), vocabulary and mechanics. a. language features (simple present tense, action verb, and adjective) according to peronity (2011: 1), “the language features of descriptive text are use of simple present tense because it tells the object description, use of the adjective to clarify the noun”, for example: a beautiful girl, a handsome man, the famous place in bengkulu, and use of action verb to show an activity (activity can be seen) for example: use, write, bring, etc. simple present tense is the most popular tense in using. this is due to the factual nature of a descriptive text. in this case, it is one of tenses which is students should master in writing english descriptive text. if the students master it, they are easier to express ideas into good writing. azar (2005) states; simple present tense has patterns, they are; 1)verbal sentence, and 2)nominal sentence. in verbal sentence, the formula as follows; (+) s + v1 (s/es) + o/c ( -) s + do/does + not + v1 + o/c 80 | english franca, vol. 3, no. 1, 2019 i.e. my mother cooks the cake in the kitchen. in nominal sentence, the formula as follows; (+) s + tobe (is, am, are) + adjective /adverb ( -) s + tobe (is, am, are) + not + adjective/adverb i.e. tom cruise is handsome man. furthermore, using adjective in writing english descriptive text is up the writer to create excitement, interest, and beauty with their words. it means that adjectives are words that modify a noun or pronoun. it is to give more information so that the writer’s meaning is clear to the reader. according to parrot (2004: 18), adjectives are class of words often called as describing words because they provide information about the qualities of something described in nouns, noun phrases or clauses. the examples are below: noun : an old house noun phrase : an interesting adventure for everyone clause : it will be unforgettable moment that we have in our lives the aspect of writing deals with acceptable words, phrases, clauses, or sentences in following grammar rules of the text. b. vocabulary vocabulary is important in writing english descriptive text. it can be said as necessity to be known by students in junior high school. a writer can make readers explore more deeply in what is telling about. in fact, it is always become a big problem in learning english. students are still difficult in writing text because they have less of vocabulary. so, they cannot convey their ideas related to topic clearly as they would have to. vocabulary is a core component in studying a language. it is supported by zhihong (2000) states that “words are the basic unit of language form. without a sufficient vocabulary, one cannot communicate effectively or express ideas. having a limited vocabulary is a barrier that prevents students from learning a foreign language. if learners do not know how to expand their vocabulary, they gradually lose interest in learning” ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|81 based on the theory above, it can be concluded that vocabulary has important role in communication. we cannot send our ideas to readers without enough vocabularies. besides that, using a word in writing text is not only implies a definition, but also implies how that word fits into the context. it means that the writer has to smart in choosing the appropriate word so it relates to the context. if the word is not appropriate into the context, so the readers have difficulties in comprehending the text. related to writing descriptive text, students have difficulties in choosing appropriate words to express their ideas. as a result, the students cannot finish their descriptive writing. so, this case means the students have to use appropriate vocabularies and accurate words fix to the context in their english descriptive text. students will advance their ability in writing english descriptive text by using appropriate words. c. mechanics heaton (1988: 148) states “the mechanic concerns about the writers’ ability to use correctly those conventions peculiar to the written language – such as punctuation and spelling.” mechanic of writing also refers to the use of capitalization. according to nordquist (2011: 1), mechanics consist of punctuation and spelling. the punctuation means a set of marks used to regulate texts and clarify their meanings, principally by separating or linking words, phrases, and clauses. furthermore, longman (1998: 389) adds that “punctuation is one art or practice of inserting of standardized marks or sign in written matter to clarify the meaning and separate structural unit. it has two functions; they are to clarify the meaning and to separate structural unit.” then, oshima and hogue (1991: 245) add “using correct punctuation is important because it conveys meaning just as words do.” while the spelling means the word looks like. if the writer wrote wrong spelling, so it will create un-meaningful words. it can be concluded that punctuation and spelling is important in writing to help readers to understand the writer’s ideas. in learning english, both of them are accurately presented and learned. by using punctuation, bring clarity in writing and making it comprehensible. while, spelling means the word looks like, if spelling incorrect so the meaning of word can be different. d. testing writing o’malley and pierce (1996: 139) states that in examining the nature of writing, we have looked at the writer and the type of writer’s knowledge which is bring to the writing task. we have to indicate the purpose and genre of writing to determine what and how students’ 82 | english franca, vol. 3, no. 1, 2019 writing. the task may consist of the questions or statement that the students will address in their writing and conditions under which they will write. they should be allocated to the time and resources. the students don’t be asked to write a task if it is not suitable with their readiness. according to o’malley and pierce (1996: 140), testing writing is to know the students’ ability in using language and the students’ ideas through written medium. the purpose of teaching and learning writing is to enable the students to use the language skills in social life. in teaching and learning writing, the students are hoped to able to express the idea into written language. heaton (1988: 7) says that by testing writing, it will provide the students with an opportunity to show their ability to perform certain tasks in the language. so, the students can learn from their weaknesses. in order to know the students’ achievement in writing, testing writing ability is the best choice. here, the students are asked to write. the students can write about the personal descriptive. the teacher can ask the students to write their experience and scores the task based on the criteria of scoring. heaton (1988: 146) has opinion related to scoring writing. he says that there are some components of scoring writing. they are content (subject), organization (ideas), language uses (simple present tense/ construction), vocabulary (choice of words), and mechanics (spelling and punctuations). first, content is about knowledge of subject. second, organization expresses facts, ideas, feelings and attitudes clearly in writing. third, language use is often concerned the formal patterns of language (described in prescriptive grammars and lexicons). it means that it is concerned with students’ knowledge of forms of language. fourth, vocabulary is concerned with word meanings, words formation and collocation. and finally, mechanics refers to punctuation and spelling. furthermore, the writer gave an example of english descriptive text which had been quoted from genres of text book created by hartono (2011: 25) in order to make this research clearly. after that, she explained five indicators (identification, description, language feature, vocabulary and mechanics) of english descriptive text. review of the related findings before conducting the research, the writer found some researchers who have done the research about students’ writing especially about writing descriptive text in right order. firstly, it was conducted by ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|83 trilisnawati (2012). she analyzed about error analysis on descriptive text, a case study at the eighth grade of smp islamiyah sawangan. the writer found some errors made by the students in writing. she analyzed the common errors in the article, personal pronouns, subject-verb agreement, capitalization, spelling, and non-count nouns. the writer analyzed 20 research samples and found most students made errors in their writing. the writer discovers that the error types in the use of article, personal pronouns, subject-verb agreement, capitalization, spelling, and non-count nouns, committed by eighth grade students of smp islamiyah sawangan. the students still confuse with the forms of writing, especially in using the personal pronouns. secondly, it was conducted by natria (2007). the design of her research was descriptive in nature. she analyzed about eighth year students’ errors of smp n 2 brebes in using simple present tense in descriptive texts. she used cluster proportional random sampling technique to collect the data. in her research, she found out the dominant errors on simple present tense in writing descriptive texts and the possible causes of those errors. she used a writing test as an instrument. in her result, there were 10 types of errors. they were omission of be, wrong form of be, double be, wrong use of singular and plural form, addition of be (before and after verb), omission of suffix s/-es, wrong use of verb, wrong form of modal auxiliary, omission of verb, and wrong form of negative sentence. thirdly, it was conducted by shokrpour and fallahzadeh (2007). the research was about efl writing problems in shiraz university of medical science, trying to point out the major difficulties with which iranian students face when writing their report. the specific objective of this research was to determine whether language skills or writing skill of medical students are the major problem areas to medical students. the data analysis indicates that iranian efl medical students have problem both in language and writing skills, but with higher percentages of problem in writing skill. the above researchers were related to this research. here, the writer studied students’ writing ability of english descriptive text of grade viii in smpn 33 padang, in descriptive qualitative research by using writing test. she chose one class of its level as a participant. the students were asked to write a descriptive text. here, she analyzed about students’ ability in writing english descriptive text. she analyzed about generic structure (identification and description), language feature (using simple present tense, adjective, action verb), vocabulary and mechanics in writing text. in collecting the data, she used the 84 | english franca, vol. 3, no. 1, 2019 heaton’s scoring rubric writing and gerot & wignells’ theory about indicator of english descriptive text. she combined both of them. besides that, she also categorized the students’ ability. then, she counted its frequency and percentage. research methodhology the research designed as a descriptive quantitative research. the purpose of the research is to gain information about phenomena in order to describe existed condition in the field. so, the students’ writing ability on english descriptive text is analyzed by using quantitative method. it was conducted in smpn 33 padang. the participant of this research was grade viii students of smpn 33 padang. there are about 23 students as the subject of the research, of which 13 students are female and 10 students are male. this research used writing test as the instrumentation or the way to collect the data of students’ writing ability of english descriptive text. heaton (1988: 7) states that testing writing provides the students with an opportunity to show their ability to perform certain tasks in the language. in order to know the students’ achievement in writing, testing writing ability is the best choice. in this research, the writer (as scorer i) was helped by the english teacher of second year of smpn 33 padang (as scorer ii) to give the score on students’ writing in english descriptive text. before giving the test, the writer tried out the test to participants. in this case the writer tried out the instruction of the test to make sure whether the students understand or not what they will do with the test and whether or not the participants can write a english descriptive text in the allocated time. the test was developed from some indicators of english descriptive text, such as identification, description, language features (simple present tense, action verbs, and adjective), vocabulary, and mechanics (punctuation and spellings). the writing test was done in three meetings. there are 60 minutes for each meeting. the writer gave three topics for each test, namely; my mom, my bag and my school. the data were analyzed quantitatively method. the writer found the students’ score by using combined scoring rubric writing by heaton (1988: 146) and indicators of english descriptive text. furthermore, the writer calculated the students’ score by combining scores from both scorers. ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|85 findings and discussions the figure 1 presented students’ writing ability of five indicators in english descriptive text. the following figure also presented the number of students for each category. table 1: the categorization of students’ ability in writing english descriptive text from the figure 1, it could be seen that 21 students’ ability was fair to poor. while, none of student’s ability was excellent to very good, 1 student’s ability was good to average, and 1 student’s ability was very poor. it means that 91% of students at grade viii.5 are enough difficult in writing english descriptive text. after that, the writer analyzed each indicators of writing english descriptive text such as identification, description, language features, vocabulary and mechanics. then, she analyzed the problem for each indicator faced by students in writing english descriptive text. 1. students’ ability in writing identification identification is one of the indicators of descriptive text. the students’ writing ability was described as follow: table 2. the categorization of students’ ability in writing identification interval scores categorization of students’ ability freq. of stud.(f) percent. (%) interval scores categorization of students’ ability freq. of stud.(f) percent. (%) 3.51 4 2.51 3.50 1.51 2.50 1 1.50 excl. to very good good to average fair to poor very poor 0 1 21 1 0% 4.35 % 91.3 % 4.35 % ∑n: 23 ∑: 100 % 86 | english franca, vol. 3, no. 1, 2019 3.51 4 2.51 3.50 1.51 2.50 1 1.50 excl. to very good good to average fair to poor very poor 0 14 9 0 0% 60.9 % 39.1% 0 % ∑n: 23 ∑: 100 % from the figure 2 above, it showed that 14 students were good to average, while 9 students were fair to poor. it can be said that most of students are able to write identification. according to gerot and wignell (1994: 208), “in identification, the learners identify phenomenon or subject that is going to be described.” related to this case, there is only simple problem faced by few students in this indicator. they identify the object (person, thing or place) unclearly. 2. students’ ability in writing description next, description is the second indicator of descriptive text. the students’ writing ability was described as follow: table 3. the categorization of students’ ability in writing description from the figure 3, it showed that 20 students were fair to poor, while 3 students were very poor. it can be said that many students have problems to describe an object of the text detail. they are unable to develop ideas or information related to object (person, thing or place) in order to make descriptive text clearly. according to abisamra (2001: 1), “descriptive text is the text picturing the person, place, and thing detail to help the readers visualize an object which is described.” so, it effects the readers be difficult to understand and comprehend deeply about the object. it is also supported by grellet’s theory (1990:3). he interval scores categorization of students’ ability freq. of stud.(f) percent. (%) 3.51 4 2.51 3.50 1.51 2.50 1 1.50 excl. to very good good to average fair to poor very poor 0 0 20 3 0% 0% 87% 13 % ∑n: 23 ∑: 100 % ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|87 states that “understanding a written text means extracting and requiring information from it as efficiently as possible.” related to this case, the students have to develop ideas and describe all information which related to an object (person, thing or place) in order to help the reader get a clear picture. 3. students’ ability in using language features moreover, language features is the third indicator of descriptive text. the language features concern to use of simple present tense, use of action verbs, and use of adjective. the students’ writing ability was described as follow: table 4. the categorization of students’ ability in using language features from the figure 4, it showed that only one student was good to average. while, 12 students were fair to poor and 10 students were very poor in using language features (simple present tense, action verb, and adjective). in general, it might be caused by a factor which the students do not know the basic structure of simple present tense itself. so, it makes error structure of sentences which is written by students. in specifically, most of them had omission of be, wrong use of singular and plural be, omission of suffix –s/-es and wrong use of verb. sometimes the students used plural verb for singular subject. oshima and hogue (1988: 13) state that “subjects and verbs of sentence must be agreed in number.” unfortunately, many students do not know how to differentiate between a singular subject and a plural subject in writing a sentence. related to this problem, the students often use ordinary verb “have” to third singular subject. interval scores categorization of students’ ability freq. of stud.(f) percent. (%) 3.51 4 2.51 3.50 1.51 2.50 1 1.50 excl. to very good good to average fair to poor very poor 0 1 12 10 0% 4.3% 52.2% 43.5% ∑n: 23 ∑: 100 % 88 | english franca, vol. 3, no. 1, 2019 besides that, many students also often make mistakes in using v1 and v1+s/es. they don’t use v1s+es for third singular person “she, he”. jack (2003: 31) adds that “in simple present tense, verb is changed to be verb +s/es for third singular person.” it means that if subject of sentence is third singular person/impersonal “she, he, it”, v1 is added +s/es. while, if subject is first singular person “i”, second singular person “you”, first plural person “we”, second plural person “you”, and third plural person “they”, it uses v1 only. furthermore, many students are confused to put adjective in writing. they often put adjective after noun/ object. according to jack (2003:198), “an adjective is usually followed by “to be”.” so, the students should put adjective after to be (before noun) to explain noun of sentence. those data indicated that using language features in writing english descriptive text is difficult for students. thus, they need to learn it deeply in learning of english writing. 4. students’ ability in using vocabulary furthermore, vocabulary is the fourth indicator of descriptive text. the students’ writing ability was described as follow: table 5. the categorization of students’ ability in using vocabulary interval scores categorization of students’ ability freq. of stud.(f) percent. (%) 3.51 4 2.51 3.50 1.51 2.50 1 1.50 excl. to very good good to average fair to poor very poor 0 1 20 2 0% 4 % 87% 9 % ∑n: 23 ∑: 100 % from the figure 5, it showed that only 1 student was good to average. while, 20 students were fair to poor and 2 students were very poor in using vocabulary. this data indicates that most of students have poor vocabulary in english. here, many students use general vocabularies in writing english descriptive text. according to brown (2004: 301), vocabulary is important to get comprehension of the text. related to this theory, many students do not have many vocabularies. even they use some indonesian in writing. therefore, the text which is written can be difficult to be comprehended. ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|89 sometimes the students use the vocabularies which not related to the topic. stahl (2005) states that vocabulary is the knowledge of words and word meanings and also puts vocabulary knowledge as the knowledge of a word not only implies a definition, but also implies how that word fits into the context. in reality, many students use vocabulary which were unsuitable contextually. as a result, it makes the reader do not get information of the text. so, it is important for students to enrich their vocabulary in english in order to develop their ideas to be good writing, even, make reader easily to understand and comprehend the text. 5. students’ ability in using mechanics last indicator of descriptive text is mechanics. mechanics concern to punctuation and spellings. the students’ writing ability was described as follow: table 6. the categorization of students’ ability in using mechanics interval scores categorization of students’ ability freq. of stud.(f) percent. (%) 3.51 4 2.51 3.50 1.51 2.50 1 1.50 excl. to very good good to average fair to poor very poor 0 1 19 3 0% 4 % 83% 13 % ∑n: 23 ∑: 100 % from the figure 6, it showed that only 1 student was good to average. while, 19 students were fair to poor and 3 students were very poor. it means that many students had some mistakes / errors in using mechanics to write english descriptive text. it might be caused by the students do not comprehend about punctuation and spelling. firstly, punctuation, many students don’t use period (.) at the end of sentence. it is seem as if the sentence connected to the next sentence. oshima and hogue (1988:10) state that “there are three punctuation marks that can be used at the end of a sentence: the period (statement), the question mark (question), and the exclamation mark (to show strong feeling).” 90 | english franca, vol. 3, no. 1, 2019 sometimes some students put commas (,) in uncorrected position, such; putting comma at the end of sentence. according to boardman and frydenberg (2001:39), “when a word, a phrase, or a dependent clause comes before an independent clause, we use a comma after it and before the independent clause.” so, it makes the text be ambiguously. if students write comma at the end of sentence, it usually means the sentence has been finished yet. besides that, some students also write a run-on sentence which is caused by have no punctuation. as a result, the readers are difficult to comprehend the text when check the students’ writing. thus, by using correct punctuation, the students can write sentence clear. then, the reader can comprehend the meaning of its sentence. it is supported by oshima and hogue (1988:10) who state that “punctuation is necessary to make sentence meaning clear.” secondly, spelling, many students did miss-spelling in writing words. the data indicated that the students cannot differentiate written of word to its pronunciation. zaim (2005: 124) states that, “each word has meaning.”if they do miss-spell in writing words, it will probably have no meaning. it reflects to their writing, of course. it means that they cannot inform the text about to reader. according to leo sutanto, e.l. (2007), if the writer writes a clear word, the readers can expect a clear picture of what the writer intends to tell them. related to this problem, the reader has difficulty to get information related to subject of english descriptive text written by students. even, the reader was confused to read the text. conclusions and suggestions conclusion based on the research findings, there are some conclusions which can be derived from the analysis: in general, the students’ writing ability of smpn 33 padang in writing english descriptive text is fair to poor. in specifically, it is found that the students’ ability in writing identification (14 students: good to average, and 9 students: fair to poor), in writing description (20 students: fair to poor, and 3 students: very poor), in using language features (1 student: good to average, 12 students: fair to poor, and 10 students: very poor), in using vocabulary (1 student: good to average, 20 students: fair to poor, and 2 students: very poor), and in using mechanics ( 1 student: good to average, 19 students: fair to poor, and 3 students: very poor) of english descriptive text. meanwhile, the ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|91 students have some problems in writing english descriptive text. they are: a. identification: few students don’t identify the object clearly in identification. b. description: some students do not describe parts, qualities and characteristics of object in description. it was caused the students cannot develop their ideas or information related to object in order to make descriptive text clearly. c. language features: in general, most of students do not know the basic structure of simple present tense itself. so, it affects error structure of sentences which is written by students. in specifically, most of them have omission of be, wrong use of singular and plural be, omission of suffix –s/-es and wrong use of verb. furthermore, the students often use ordinary verb “have” to third singular subject because they do not know how to differentiate between singular and plural subjects in writing a sentence. after that, many students also often make mistakes in using v1 and v1+s/es. finally, they often put adjective after noun/ object in writing sentence. d. vocabulary: many students have poor vocabulary in english. furthermore, many students use vocabulary which are unsuitable contextually. so, they need to enrich their vocabulary. e. mechanics: in punctuation, many students don’t use period (.) at the end of sentence. next, some students put commas (,) in uncorrected position, such; putting comma at the end of sentence. furthermore, some students also write a run-on sentence which is caused by have no punctuation. the students have to pay attention to punctuation because it is necessary to make meaning clearly. suggestion based on the conclusions of the research, the writer would like to propose some suggestions as follows: (1) the english teachers are suggested to explain the generic structure and grammatical features of descriptive text more deeply and clearly in order to get good results for the students. 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